Responsibilities: Provost/Vice President for Academic

Affairs, Deans and Department Chairs

A. Position Descriptions for the Provost/Vice President for Academic Affairs,

Deans and Department Chairs

1. Provost/Vice President for Academic Affairs

a. As leader of academic affairs, the provost/vice president for academic affairs guides the
establishment of overall directions for the university’s academic programs. The provost/vice
president for academic affairs anticipates future developments in higher education and their
impact on the university, identifies the threats and opportunities they pose, and evaluates the
needs inherent in meeting those challenges creatively and effectively. The provost/vice
president for academic affairs is responsible for ensuring the academic quality of all
departments, programs, and services within the academic affairs unit through the
appropriation and allocation of necessary resources, through the oversight of hiring and
evaluation activities, and through the establishment and coordination of policies and
priorities.
b. Appropriation, Allocation, and Assessment of Resources
The provost/vice president for academic affairs has primary responsibility for securing
internal and external funding in support of academic programs and services. The
provost/vice president for academic affairs establishes policies for and retains ultimate
responsibility over the management of budgets within academic affairs. The provost/vice
president for academic affairs authorizes the creation and elimination of faculty and
academic staff positions as appropriate to the plans and priorities of the academic affairs
unit, and oversees that the allocation of resources to the various programs within the unit
reflects established priorities. The provost/vice president for academic affairs oversees the
ongoing evaluation of personnel and assessment of programs to ensure appropriate levels of
quality throughout the academic affairs unit of the university. The provost/vice president for
academic affairs makes recommendations for promotion and tenure decisions to the
president.
c. Establishment and Coordination of Policies and Priorities
The provost/vice president for academic affairs oversees the development of the strategic
plan for academic affairs, assigns responsibilities for its implementation, reviews academic
policies for their consistency with the strategic plan and university mission, and has
responsibility for the overall evaluation of the plan's implementation and outcomes. The
provost/vice president for academic affairs coordinates initiatives and ongoing programs
across all areas of academic affairs and guides the establishment of annual and long-term
priorities.

2. Deans
 a. As leaders of the academic college and various schools, deans are responsible for the overall
direction of programs within their units. Attuned to the institutional and societal contexts
affecting current and potential programs within their units, deans coordinate and motivate the
efforts of department chairs, program directors, and faculty to respond creatively to these
contexts. The deans ensure the effective implementation of these goals through allocation
and management of resources, through appropriate initiatives for external funding, and
through evaluation of the quality of personnel, programs and related services.
b. Allocation and Management of Resources
Deans coordinate the use of budgeted funds to ensure appropriate staffing within their units
(balance of full-time, part-time, and overload) and recommend areas within their units that
require additional staffing. The deans coordinate course offerings within their units to meet
departmental and general studies needs. The deans coordinate and make recommendations
concerning departmental and program initiatives and their budgetary priorities.
c. Evaluation and Improvement of Programs and Personnel
Deans oversee that department and program planning are consistent with missions of the
institution and their school/college, and evaluate the assessment efforts of departments and
programs to ensure that results yield meaningful information which is used in ongoing
planning. The deans work closely with chairs, program directors, and faculty in implementing
program improvements. The deans are responsible for the summative, administrative
evaluation of their unit’s faculty and make recommendations to the provost/vice president for
academic affairs in matters of salary, promotion, continuance and tenure. The deans also
assure appropriate faculty development activity throughout their unit.

3. Department Chairs

a. As leaders of their academic departments, department chairs foster a sense of cohesive team building
within their units and represent their departments
to other areas of the university. Chairs direct and motivate faculty efforts to explore new directions
for their departments as well as exercise oversight to ensure the academic quality of their
departments’ existing programs. Toward these ends, major responsibilities of the chairs
include attention to curricular and programmatic issues and the professional development of
the faculty.
b. Curricular and Programmatic Issues
Chairs keep abreast of developments in the content and pedagogy of their disciplines to
ensure the currency and appropriateness of curricular offerings. Chairs oversee those further
activities (advising, student organizations and/or honor societies, events for majors/minors,
etc.) which complement the curricula of their majors to ensure students a complete and high
quality educational experience. Chairs coordinate their departments’ strategic planning in these
curricular and programmatic areas and ensure that assessment of goals is conducted and
used in ongoing planning.
c. Faculty Development
Chairs assist departmental faculty in the creation and implementation of individual professional
development plans and engage in formative evaluation of the faculty, the primary purpose of
which is to advance professional development. Chairs also assist deans in matters of hiring,
contract status, salary, promotion, and tenure.
B. Responsibilities at Department Chair, Dean and Provost/Vice President for Academic Affairs
Levels

1. Recruitment of Full-Time Faculty

a. Chair

1.)Initiates position request to dean following departmental consultation

2.)Works with dean and department to define position
3.)Organizes and coordinates search committee
4.)Makes preliminary reference calls
5.)Consults with department about final candidates
6.) Recommends to dean candidates to visit campus
7.) Organizes candidate visits (with search committee chair)
8.) Conducts formal interview with candidates
9.) Supervises collection of supporting documents
10.) Confers with department and dean regarding candidates
11.) Recommends final candidate to dean
12.) Coordinates letters to inform candidates of status of the search

13.) Provides support to successful candidate (information about the area, book orders, etc.)

b. Dean

1.) Requests authorization to advertise and salary from the Provost/Vice President for
Academic Affairs
2.) Authorizes timetable for search and EEO strategies
3.) Places ads within budgetary guidelines
4.) Approves candidate visits
5.) Conducts formal interview with candidates
6.) Makes reference calls for final candidates
7.) Initiates background check on final candidate through Human Resources
8.) Approves final selection
9.) Completes negotiations and prepares contract specifications
10.) Supervises collection of documents for employee file
11.) Supervises collection of EEO-related information on applicants

c. Provost/VPAA

1.) Authorizes recruitment expenditures for searches

2.) Verifies information submitted by deans for contract preparation and forwards info to human
resources for contract preparation

2. Evaluation of Full-Time Faculty

a. Chair
1.) Receives copy of faculty self-evaluation (Unit I)
2.) Receives teaching evaluations for each course
3.) Makes appropriate classroom visits
4.) Reviews appropriate course related material (e.g., syllabi)
5.) Conducts annual review of faculty (Unit III)
6.) Makes recommendations to the dean concerning salary increases
7.) Makes recommendations concerning promotion, professional status, and tenure decisions
to dean and P&T committee
8.) Provides input to dean on for appropriate personnel reviews (on midpoint and 5 th year
reviews for tenure track and professional track faculty, on 2 nd and 4th year reviews for
continuing track and lecture track faculty)
9.) Receives copy of appropriate personnel reviews from dean (midpoint and 5 th year review
for tenure track and professional track faculty, 2 nd year and 4th year reviews for
continuing track and lecture track faculty).
b. Dean

1.) Oversees faculty evaluation process within school/college

2.) Reviews faculty self-evaluation (Unit I)
3.) Reviews content and quality of Unit III (chair evaluation)
4.) Receives syllabi for each course taught
5.) Receives teaching evaluations for each course
6.) Meets formally with tenure track and professional track faculty members during 1 st,
midpoint, and 5th year; meets formally with continuing track and lecture track faculty
members during 2nd and 4th year.
7.) Visits classroom as appropriate
8.) Recommends continuation or non-continuation of non-tenured and probationary faculty
9.) Writes appropriate personnel reviews (e.g., midpoint and 5 th year reviews for tenure track
and professional track faculty and 2 nd and 4th year reviews for continuing track and
lecture track faculty) and submits to Provost/Vice President for Academic Affairs (copy to
faculty member and chair)
10.) Discusses status of each faculty member annually with chair
12.) Recommends salary increases (with justification) to Provost/Vice President for Academic
Affairs
13.) Recommends promotion, professionalization, and tenure decisions to Provost/Vice
President for Academic Affairs

c. Provost/VPAA

1.) Receives copy of Unit I for employee files

2.) Receives copy of Unit III for employee files
3.) Approves annual salary increases
 4.) Approves continuation/termination of non-tenured and probationary faculty

5.) Recommends promotion, professionalization, and tenure decisions to president

3. Development of Full-Time Faculty

a. Chair

1.) Coordinates departmental development opportunities

2.) Works with department members in establishment of annual professional development
goals
3.) Supports mentor program for first year faculty and attendance at new faculty functions
4.) Encourages applications for research funds and release-time/sabbatical opportunities
5.) Reviews and supports activities to advance teaching development 6.) Advises and
promotes appropriate institutional activity (e.g., committee work)
7.) Reviews and signs Faculty Research and Development (FR&D) applications
8.) Encourages participation at professional conferences/workshops and on-campus
development opportunities
b. Dean

1.) Confers with chair about appropriate faculty development; confers with faculty as
appropriate
2.) Assures appropriate level of faculty development throughout the division
3.) Authorizes reimbursement for professional conference expenses
4.) Supports activities to advance teaching development
5.) Reviews and signs FR&D applications

c. Provost/Vice President for Academic Affairs

Plans for institution-wide development opportunities, including participation in general studies

programming

4. Recruitment and Evaluation of Adjunct Faculty

a. Chair

1.) Projects needs for adjunct faculty and discusses with department and dean
2.) Recruits and hires adjunct faculty for approved needs, with appropriate inclusion of
departmental faculty input on candidate(s)
3.) Provides dean necessary contract information
4.) Arranges campus visits and conducts interview with candidates
5.) Supports participation of adjunct faculty in selected activities (e.g., family weekend and
adjunct orientation session)
6.) Oversees preparation and performance of adjunct faculty and discusses with dean
 7.) Provides appropriate support to adjunct faculty in performance of responsibilities in line with
institutional and departmental missions
b. Dean

1.) Discusses adjunct faculty needs with chair and approves additional courses
2.) Initiates background check on final candidate through Human Resources 3.) Prepares
information for contract and schedule
c. Provost/Vice President for Academic Affairs

1.) Establishes guidelines for employment and responsibilities of adjunct faculty

2.) Disseminates guidelines via adjunct faculty orientation sessions and adjunct faculty
handbook
3.) Prepares contracts
4.) Maintains employee files

5. Scheduling/Registration

a. Chair

1.) Assembles schedule for department within institutional guidelines, consulting with
department members and other departments as necessary

2.) Submits schedules to dean for review

3.) Supervises departmental participation in pre-registration
4.) Recommends to dean addition or deletion of courses based on pre-registration information
5.) Approves student admission to closed classes

b. Dean

1.) Coordinates schedule to comply with institutional guidelines

2.) Coordinates with director of general studies for scheduling of general studies offerings
3.) Oversees entering and correcting of scheduling information for pre-registration
4.) Approves addition or deletion of courses, after consultation with chair

c. Provost/Vice President for Academic Affairs

1.) Sets institutional guidelines regarding scheduling needs, class sizes, and timelines
2.) Supervises (via registrar) registration processes
3.) Supervises (via director of advising) institution-wide advising procedures

6. Budget

a. Chair
 1.) Oversees monthly expenditures in departmental budget
2.) Consults with department about use of departmental funds
3.) Authorizes specific expenditures in departmental budget
4.) Prepares annual budget requests for submission to dean
b. Dean

1.) Oversees budgetary management

2.) Authorizes expenditures according to sign-off guidelines
3.) Authorizes expenditures from faculty travel budget
4.) Prepares and prioritizes budget requests
5.) Authorizes reimbursements to chair

c. Provost/Vice President for Academic Affairs

1.) Prepares and prioritizes budget requests

2.) Authorizes budgetary allocations
3.) Oversees expenditures
4.) Authorizes reimbursements to deans

7. Curricular Programming, Planning, and Assessment

a. Chair

1.) Oversees overall currency and quality of department curriculum

2.) Oversees the quality and effectiveness of instruction of department faculty
3.) Recommends additions, deletions, and modifications of catalogued courses and changes
in major and minor requirements to dean, following consultation with the department
4.) Prepares curricular materials for curriculum committee
5.) Presents proposed changes to curriculum committee
6.) Reviews and edits catalog descriptions
7.) Works with department members to establish departmental goals and procedures for
assessing goal attainment
8.) Oversees procedures to assess student performance, including performance of seniors on
comprehensive exams
9.) Approves internships, independent studies, and independent research applications
10.) Organizes co-curricular departmental programs and opportunities for students
11.) Approves grade changes

12.) Oversees development of departmental 5-year plan and annual priorities (including
learning outcomes)
13.) Submits annual report to dean (June)
b. Dean
1.) Oversees the quality of curriculum and the effectiveness of teaching
2.) Recommends changes in departmental curriculum to the Provost/Vice President for
Academic Affairs
3.) Reviews departmental goals and assessment procedures
 4.) Coordinates interdivisional or interdisciplinary programs
5.) Monitors curricular offerings for compliance with accreditation requirements
6.) Reviews departmental annual reports

c. Provost/VPAA
1.) Oversees long-range curricular planning
2.) Establishes guidelines for curriculum development and assessment
3.) Supervises periodic institution-wide assessments (e.g., accreditation)
4.) Reviews changes in curriculum recommended by chairs and deans for submission to
curriculum committee.
5.) Supervises annual changes in university catalog
6.) Facilitates interdisciplinary programming (e.g., general studies)

8. Student Concerns/Advising

a. Chair
1.) Mediates student appeals with regard to grades or other concerns with course policies
2.) Assigns faculty advisors for student majors
3.) Administers procedures to assess student learning and student programmatic needs
4.) Oversees graduation audit for all majors and resolves student problems regarding
graduation requirements
5.) Oversees quality of advising throughout department faculty
6.) Promotes graduate school attendance through provision of information, through
departmental programs, and through support of faculty encouragement of promising
students
7.) Oversees co-curricular programming (honor societies, guest speakers, etc.)
8.) Works with admissions office, providing information on program and representing
department
9.) Approves any exceptions to final exam times
b. Dean
1.) Mediates student grade appeals when chair is professor in question or when chair fails to
reconcile conflict
2.) Authorizes any recommendations from chair concerning changes to stated graduation
requirements
3.) Approves any exceptions to routine student withdrawal procedures
4.) Works with admissions, providing information on programs and representing the institution

c. Provost/Vice President for Academic Affairs

1.) Establishes institution-wide procedures for student appeals
2.) Mediates student grade appeals when dean fails to reconcile conflict
3.) Establishes institution-wide advising policies
4.) Supervises university academic honor code system

9. Relationship to External Communities

a. Chair
 1.) Responds to requests regarding department from external communities (local community,
alumni, professional associations)
2.) Conducts surveys of alumni
3.) Assures departmental representation at university admissions days, family weekend, etc.
4.) Pursues opportunities for external funding as appropriate

b. Dean
1.) Represents institution to external communities
2.) Oversees compliance with accreditation guidelines
3.) Represents institution at university admissions days, family weekend, etc.
4.) Pursues opportunities for external funding as appropriate (grants, endowments,
scholarships, etc. from both private and public agencies)

c. Provost/Vice President for Academic Affairs

1.) Represents institution to external communities
2.) Oversees compliance with current institutional accreditation requirements (e.g., SACS)
3.) Represents institution at university admissions days, family weekend, etc.

4.) Pursues opportunities for external funding as appropriate

10. Appointment, Selection, and Evaluation of Administrative and Program

Heads
a. Chair

1.) Selects and evaluates disciplinary coordinators within departments

2.) Appoints faculty to departmental committees, advisory groups, honor societies, etc.
b. Dean
1.) Recommends appointment of chairs and cross-disciplinary program heads (e.g.,
interdisciplinary majors or minors) to Provost/VPAA.
2.) Consults with department members regarding appointment of department chair
3.) Evaluates department chairs and program heads
4.) Appoints department chairs in consultation with departmental members

c. Provost/Vice President for Academic Affairs

Appoints and evaluates deans and institution -wide program heads.

DUTIES AND RESPONSIBILITIES OF PRINCIPAL

The school principal is the highest-ranking administrator in an elementary, middle, or high school.
Principals typically report directly to the school superintendent, but may report to the superintendent's
designee, usually an associate superintendent, in larger school districts. The highest-ranking school level
administrator in some private schools is called the head master. Head masters have many of the same
responsibilities as principals, but they may engage in additional activities such as fund-raising. In some
school districts, a single person functions as superintendent and principal. Principals, head masters, and
others who are responsible for the overall operation of a school are often called school leaders. In an era of
shared decision-making and site-based management, the term school leader may also be used in
reference to other school administrators and leaders within the school such as assistant principals, lead
teachers, and others who participate in school leadership activities.

Schools have not always had principals. Around the beginning of the twentieth century, as schools grew
from one-room schoolhouses into schools with multiple grades and classrooms, the need arose for
someone to manage these more complex organizations. This need was filled initially by teachers, who
continued to teach while also dealing with their school's management needs. These teachers were called
principal teachers. As schools continued to grow, principal teachers became full-time administrators in most
schools. Most principals soon stopped teaching because of the many demands their management
responsibilities placed on their time. As managers, principals were responsible for financial operations,
building maintenance, student scheduling, personnel, public relations, school policy regarding discipline,
coordination of the instructional program, and other overall school matters. The management role included
some curriculum and instruction supervision, but overall school management was the primary role
principals played until the early 1980s. As the accountability movement gained momentum, the role of the
principal changed from school manager to school instructional leader and then to the school reform leader.
With this shift in role focus, principals retained their management roles. Principals currently play multiple
roles: school manager, instructional leader, and the leader of school reform.

The Role of Elementary and Secondary School Principals

Principals are responsible for the overall operation of their schools. Some of their duties and responsibilities
are delineated in state statutes. States and school districts have also set expectations for principals through
their principal evaluation criteria and procedures. During the latter part of the twentieth century, as schools
began to be held more accountable for the performance of their students on national and state
assessments, the duties and responsibilities of principals changed. Principals became more responsible for
teaching and learning in their schools. In particular, their duty to monitor instruction increased along with
their responsibility to help teachers improve their teaching. With this change in responsibilities, principals
discovered the need to more effectively evaluate instruction and assist teachers as they worked to improve
their instructional techniques. The principal's duty to improve the school instructional program is mandated
by legislation in some states. Some state legislation requires the removal of principals when schools are
classified as low performing (students do not meet achievement expectations) for a specified period of time.

Principal Duties and Responsibilities

With schools facing increased pressure to improve teaching and learning, the duties and responsibilities of
principals expanded further to include the responsibility for leading school reform that would raise student
achievement. Success in leading reforms to increase student achievement often hinged upon a principal's
ability to create a shared vision within the school community and success in implementing new
organizational structures that engage teachers in shared decision-making. Principals have discovered that
engaging the entire school staff in making decisions results in more commitment to school reform
initiatives.

Principals are also responsible for facilitating their school's interactions with parents and others in the
school community. This responsibility includes working with parents when disciplinary issues arise, when
students are not succeeding academically, and when parents have concerns. Principals also interact with
parents who serve on school advisory boards, parent/teacher organizations, and booster clubs. Principals
report that they spent a significant part of their time working with parents of students who have been
identified as needing special services through the Individuals with Disabilities Education Act Amendments
of 1997 (IDEA).

Principals continue to be responsible for the management of their schools even though their primary
responsibility has shifted. One major management responsibility is school safety. This responsibility
includes ensuring that facilities and equipment are safe and in good working order, the development of
overall school discipline policies and the enforcement of those policies, and the assignment of supervisory
responsibilities among school personnel. At the elementary level, principals are cognizant of their
responsibility to ensure constant supervision of the very young children in the school. As students advance
into the higher grades, the need for supervision changes as students mature. The responsibility for
supervision remains high for older students who are handicapped; who are in areas where the potential for
injury is greater such as labs, shops, and athletic facilities; and who are in situations (field trips, athletic
events, etc.) where additional caution is required.

Principal Qualifications

A license is required for those who seek employment as principals in most states. Licensure requirements
vary from state to state, but the requirements generally include experience as a teacher, graduation from a
state accredited principal preparation program, and a passing score on a nationally validated licensure
exam. Principal qualifications have been the subject of considerable debate during the 1980s and 1990s as
pressure increased to make schools more accountable for student achievement.

The national organizations representing principals and other school administrators have actively engaged
in the debate over appropriate qualifications for principals. The National Association of Secondary School
Principals (NASSP) took an active role in identifying principal qualifications in the 1980s through the
creation of an assessment process. This process focused on the leadership skills that were determined to
most significantly impact their ability to effectively lead their schools, and the procedure was based on a
task analysis conducted in cooperation with the American Psychological Association (APA). The skills
assessed through the NASSP Assessment Center included leadership, sensitivity, organizational ability,
judgment, problem analysis, range of interest, motivation, decisiveness, educational values, oral and
written communication, and stress tolerance. Later the National Association of Elementary School
Principals (NAESP) created an assessment process that assessed similar skills.

In the mid-1990s the National Policy Board for Educational Administration (NPBEA) decided to review
principal qualifications. The NPBEA included most of the major national organizations that represent
education administrators from state superintendents to principals. The NPBEA also included organizations
that represent professors who prepare school administrators. One of the members, the Council of Chief
State School Officers (CCSSO), took on the major role of developing a set of standards for school leaders.
Working with the member associations and representatives from thirty-seven states, the CCSSO led the
effort to identify a new set of standards for principals. This group was known as the Interstate School
Leaders Licensure Consortium (ISLLC).

The six standards that were created by ISLLC were designed to influence the preparation of principals,
guide states in the development of their own state principal standards, and serve as a tool for licensure or
evaluation. The six standards address a principal's need to promote the success of all students through the
following:

 The creation and implementation of a shared school vision

 The nurturing and sustaining of a culture and instructional program conducive to learning and staff
development
 The ensuring of the management of school operations to produce a safe and effective learning
environment
 The collaboration with families and the diverse communities schools serve
 The promotion of integrity, fairness, and ethical behavior
 The interaction with larger political, social, legal, and cultural contexts of schooling

ROLES AND RESPONSIBILITIES OF CHIEF SUPERINTENDENT, DISTRICT

SUPERINTENDENT, SCHOOL DIVISION SUPERINTENDENT, SCHOOL
DISTRICT SUPERVISOR, BOARD OF TRUSTEES OF SCHOOLS, AND
PRESIDENT OF A UNIVERSITY

Chief Superintendent

The Chief Superintendent of Schools is the Chief Executive Officer of the Board and
provides overall direction for the educational, business and management functions of the School
Division in accordance with the policies established by the Board, legislative requirements and
Department of Education directives.

The Division is organized into four districts of schools - Inner City, Central, North and South.
Each district has a Superintendent who is accountable to the Chief Superintendent for the
efficient and effective operation of their respective jurisdictions in accordance with the Division
priorities and the priorities set for their district (see Annual Report). These priorities reflect the
needs of each district’s students, families and community.

Other members of the senior administration team provide oversight and leadership for the
accountabilities of their area of responsibility. Visit any of the Departments in the drop down
menu for more information. Professional Support Services provides an overview of specialized,
professional services that are available to support educators and students.

The senior administrative staff members are assigned to various departments based on their
specific responsibilities.

District Superintendent
The District Superintendents are responsible for the general direction and coordination of all
matters relevant to the delivery of educational services within a designated group of schools
(approximately 20 schools) including all aspects related to staffing, supervision and performance
evaluations, budget development and allocation, and direction to principals on the delivery of
programs and services in the schools. The District Superintendents are responsible for assessing
the needs of each school in their district and assigning resources based on these identified needs
and within the level of resources available. They are also responsible for establishing and
maintaining effective communication with the parents/guardians and building strong positive
relationships with the schools and the communities they serve.

The Communications section including the Information Officer is a component of the

Superintendent’s Department. The communications section provides assistance to the administration
and the schools in the preparation of articles, fact sheets, bulletins, brochures, news releases and other
documents on educational programs. The Information Officer initiates and coordinates information
services related to the activities of the Board of Trustees, the schools and the senior administration; is
responsible for the coordination of all special events such as school openings, public presentations and
news conferences and assists in the development and distribution of communications about crisis
situations and in the management of the There shall be School Divisions which shall be consisted
of a province or a city. Each School Division shall be headed by a School Division
Superintendent who shall be assisted by an Assistant School Division Superintendent. The
School Division shall perform the following duties and functions:

1) Hire, place and evaluate all teachers, non-teaching and administrative support
staff at the Division and District levels.

2) Manage the provision and procurement of classroom desks, textbooks and other
instructional materials, tools and equipment;

3) Determine priorities for the allocation of funds for the non-service training of
teachers, non-teaching and administrative support staff at the division and district levels;

4) Plan and manage the effective and efficient use of all personnel, physical and
fiscal resources of the division and districts as well as monitor the utilization by schools of
funds provided by the National Government and by the special education fund of local
government units;

5) Ensure and monitor compliance of public and private schools in the prescribed
minimum curriculum and standards for elementary and secondary schools programs;

6) Initiate programs and projects responsive to the needs of the localities, consistent
with the general programs set forth by the Department and Regional Office, through
coordination and consultation with local government executives.

D. School District Level

 Upon the recommendation of the School Division Superintendent, the Regional
Director may establish a School District within a School Division to consist of any territorial
clustering of schools. A School District shall be headed by a School District Supervisor. The
duties and responsibilities of the School District Supervisor shall be determined by the
Schools Division Superintendent.

Division Superintendent

A division shall consist of a province or a city which shall have a schools

division superintendent, at least one assistant schools division superintendent
and an office staff for programs promotion, planning, administrative, fiscal,
legal, ancillary and other support services.

Consistent with the national educational policies, plans and standards the
schools division superintendents shall have authority, accountability and
responsibility for the following:

(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development; chan robles virtual law library

(3) Hiring, placing and evaluating all division supervisors and schools
district supervisors as well as all employees in the division, both teaching
and non-teaching personnel, including school heads, except for the
assistant division superintendent;

(4) Monitoring the utilization of funds provided by the national

government and the local government units to the schools and learning
centers;

(5) Ensuring compliance of quality standards for basic education

programs and for this purpose strengthening the role of division
supervisors as subject area specialists;

(6) Promoting awareness of and adherence by all schools and learning

centers to accreditation standards prescribed by the Secretary of
Education;

(7) Supervising the operations of all public and private elementary,

secondary and integrated schools, and learning centers; and chan robles
virtual law library

(8) Performing such other functions as may be assigned by proper

authorities.
School District Supervisor

Upon the recommendation of the schools division superintendents, the regional

director may establish additional schools district within a schools division.
School districts already existing at tile time of the passage of the law shall be
maintained. A schools district shall have a schools district supervisor and an
office staff for program promotion.

The schools district supervisor shall be responsible for:

(1) Providing professional and instructional advice and support to the

school heads and teachers/facilitators of schools and learning centers in
the district or cluster thereof;

(2) Curricula supervision; and

(3) Performing such other functions as may be assigned by proper

authorities.

There shall be a school head for all public elementary schools and public
high schools or a cluster thereof. The establishment of integrated schools from
existing public elementary and public high schools shall be encouraged.

The school head, who may be assisted by an assistant school head, shall be
both an instructional leader and administrative manager. The school head
shall form a them with the school teachers/learning facilitators for delivery of
quality educational programs, projects and services. A core of non-teaching
staff shall handle the school's administrative, fiscal and auxiliary services.

Consistent with the national educational policies, plans and standards, the
school heads shall have authority, accountability and responsibility for the
following:

(1) Setting the mission, vision, goals and objectives of the school;

(2) Creating an environment within the school that is conducive to

teaching and learning;

(3) Implementing the school curriculum and being accountable for higher
learning outcomes;
 (4) Developing the school education program and school improvement
plan;

(5) Offering educational programs, projects and services which provide

equitable opportunities for all learners in the community;

(6) Introducing new and innovative modes of instruction to achieve

higher learning outcomes;

(7) Administering and managing all personnel, physical and fiscal

resources of the school;

(8) Recommending the staffing complement of the school based on its

needs; chan robles virtual law library

(9) Encouraging staff development;

(10) Establishing school and community networks and encouraging the

active participation of teachers organizations, nonacademic personnel of
public schools, and parents-teachers-community associations;

(11) Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers' learning facilitators' competencies, improving ad
expanding school facilities and providing instructional materials and
equipment. Such donations or grants must be reported to the
appropriate district supervisors and division superintendents; and

(12) Performing such other functions as may be assigned by proper

authorities.

The Secretary of Education shall create a promotions board, at the appropriate

levels, which shall formulate and implement a system of promotion for schools
decision supervisors, schools district supervisors, and school heads. Promotion
of school heads shall be based on educational qualification, merit and
performance rather than on the number of teachers/learning facilitators and
learners in the school.

The qualifications, salary grade, status of employment and welfare and benefits
of school heads shall be the same for public elementary, secondary and
integrated schools.

No appointment to the positions of regional directors, assistant regional

directors, schools division superintendents and assistant schools division
superintendents shall be made unless file appointee is a career executive
service officer who preferably shall have risen from the ranks.
Purpose, Authority and Responsibility of the Board of Directors

The primary responsibility of the board of directors is to protect the shareholders' assets and
ensure they receive a decent return on their investment. In some European countries, the
sentiment is much different; many directors there feel that it is their primary responsibility to
protect the employees of a company first, the shareholders second. In these social and political
climates, corporate profitability takes a back seat the needs of workers.

The board of directors is the highest governing authority within the management structure at any
publicly traded company. It is the board's job to select, evaluate, and approve appropriate
compensation for the company's chief executive officer (CEO), evaluate the attractiveness of and
pay dividends, recommend stock splits, oversee share repurchase programs, approve the
company's financial statements, and recommend or strongly discourage acquisitions and mergers.

The functions of the Board of Trustees include the following:

 Formulating, adopting and interpreting policies and bylaws

 Delegating administrative responsibilities and duties
 Making decisions on educational and budget issues that in the Board’s judgment cannot or
should not be delegated
 Selecting the Superintendent of Schools and other senior administrative personnel
 Ensuring that appropriate channels of communication exist both within the School District’s
internal organization and between the Board and the North Vancouver community
 Appraising the School District’s educational, administrative, and planning processes in
comparison with the Board’s stated goals and objectives
 Acting as a body of final appeal within the School District where other means of dispute resolution
in the School District are unsuccessful
 Board decisions that significantly affect the education, health or safety of a student may be
appealed to a Superintendent of Achievement in the Ministry of Education.

PRESIDENTIAL POWER
 The old time college president (prior to the 1900s) had power and authority based not so
much in his abilities but based primarily on his position. As a member of the clergy in a
society that looked to the ministry for leadership, his authority over the institution was
recognized by faculty and students. The governing body gave him broad latitude, subject
only to interpretation on an as-needed basis (Schmidt, 1910).
 The modem president is said to not have as much power as did his predecessors because
time is spent on fund raising and not in the area of academic leadership. The growth of
special interest groups, including students and faculty, have taken power away from the
presidential office (Wiseman, 1991; Keller, 1983).
 Does today's college president have power? Does today's college president have
authority? Power has many definitions, depending upon the use. Pfeffer (1992) defines
 power as "the use of force" (page 12). Fisher (1984) cites several definitions in relation to
the presidential role, summarizing all by equating power with influence.
 College presidents employ different kinds of power. Coercive power, the kind involving
use of threats and punishment to gain compliance, is said to be the least effective for the
college president. (Fisher, 1984). Colleges of colonial times were run using coercive
power. Discipline, not learning, was the focus of the institution and the president.
(Rudolph, 1991). Reward power is the ability of one individual to accomplish goals and
behaviors through the use of favors, recognition or rewards to the individual. The college
president uses reward power to recognize those individuals within the organization that
support the mission and goals of the institution. Faculty receive tenure as a reward for
strong teaching ability and academic expertise. Expert power recognizes the knowledge
and expertise possesses by an individual. (Fisher, 1984) In early days, the president
exerted expert power as the trustees and overseers relied on the knowledge and skiffs of
the president to oversee the institution. (Schmidt, 1930). Charismatic power is based on
admiration and liking. (Fisher, 1984). The paternal college president who served in the
parental role, providing guidance and counsel to his students, possessed charismatic
power.
 Legitimate power, probably the most common type, is based on a group's acceptance of
common beliefs and practices, which includes influence. The group accepts the leader
who fits the roles consistent with the group's beliefs. (Fisher, 1984) Fisher acknowledges
Pfeffer's claim that legitimate power can be equated with authority because the end result
of legitimate power is to influence others to do something that may not normally be done.
(Fisher, 1984).
 How does power relate to the role of the college president? In colonial days, the college
president possessed legitimate power through the virtue of his ministerial background and
paternal oversight. Charismatic power enhanced his role. He acquired expert power from
the overseers who looked to the president for guidance. The modem day president may
not have the charismatic power with the employees of the organization. Expert power, in
a specific area of expertise such as strategic planning, curriculum development, financial
management or fund raising, may be granted, but more often those areas are led by
professionals who handle the daily operations of those areas.
 While all of the types of power are important to the college president, the most important
is legitimate power. Legitimate power is of ftmdamental importance to the college
president because it is accepted by the college community without regard to resources,
charisma, rewards or punishments. Legitimate power tends to stay in place until abused
or ineffectively used by the leader. Having legitimate power allows the president to focus
on the needs of the institution while allowing the group to pursue individual
responsibilities in support of the institution as a whole. The president can lobby
politicians for funds or visit with alumnae to increase financial support because the deans,
administrators and faculty are continuing the education process for the students.

DUTIES OF THE PRESIDENT OF A UNIVERSITY

1. Responsibilities of the President to the Board of Trustees

a. The President is the chief executive officer of the University with complete responsibility
to the Board for operating within the policy mandates of the Board.
b. The President is responsible to the Board for recommending policies which, when
adopted, become the governing rules by which the University operates.
c. The authority and responsibility for the governance of the University is vested by statute
in the Board of Trustees.
d. The President is the only officer with an overview of the University as a whole. The
responsibility for preserving the internal viability of the institution and for dealing
extensively with constituencies outside the academic community make the President well
qualified to advise the Board in its decision making.
e. Under the South Carolina Freedom of Information Act, the President's recommendations
to the Board and the Board decisions, with few exceptions, are made in public meetings.

2. Responsibilities of the President to the Faculty

a. The President is responsible for providing leadership in academic, as well as in other

affairs, of the University.
b. The President encourages innovative academic ideas and programs and ensures that the
full capabilities of the University are coordinated to accomplish its mission of providing
quality education.

3. Responsibilities of the President to the Students

The President is charged with the responsibility of providing leadership in both academic and
extracurricular programs to enhance student accomplishments, student life and student activities.

4. Public Service Responsibilities of the President

In addition to having the usual missions of a land-grant university, Clemson is perhaps unique
among all such institutions in that the General Assembly has by law vested the University with
the responsibility of exercising broad regulatory powers in the public sector. Thus, the President
of Clemson has a direct responsibility to the General Assembly and to the people of South
Carolina in the implementation of regulations in the following areas, which in most states are
assigned to another agency or department of the government:

 Livestock and Poultry Health Inspection

 Fertilizer and Pesticide Control
 Seed Certification

5. Mission of the University

 a. The President is the leader in pursuing the mission of the University and shaping its role
in higher education and public service in South Carolina.
b. The President is the leader in developing the primary goals and objectives of all parts of
the University.
c. In coordinating achievement of goals, the President utilizes a system of total quality
management (strategic planning undergirded with continuous improvement and
assessment).
d. The President must, at the same time, be responsive to diverse constituencies, including:
governors and legislators, students, faculty, community members, corporate partners, and
philanthropic interests.

6. Short- and Long-range Planning

a. The President, with aid from the vice presidents, has ultimate responsibility for planning
both the short- and long-term development of the University for consideration by the
Board of Trustees.
b. Planning is continuous and documented.
c. The planning is based on an academic plan supported by facilities planning, financial
planning, administrative planning, development planning and student affairs planning.
d. The President provides major input to the guidance of the research programs of the
University.

7. Meeting the Challenges of the Future

a. The future will continue to present Clemson University with challenges, all of which will
require outstanding leadership, ability and guidance from the President.
b. The President must develop a strong, cohesive, and aggressive management organization
at Clemson University.
c. The President must recognize that energy, health and man's potential are all critical to
South Carolina's development and that of the world.
d. Because of the critical importance of agriculture to South Carolina and to the entire
world, the President must be an innovative planner for Clemson's role in agriculture.
e. The President must be particularly innovative in the cost/benefit analysis of all programs,
determining specifically how Clemson will grow or control its growth, and how Clemson
can lead rather than merely react to the problems encountered.
f. The President must be the leader of active capital campaign fund-raising efforts.

8. Major Role in Public Relations

The President must supply particular leadership to the University's total public relations program,
including relationships with students, faculty, staff, the various governments, the General
Assembly, the Commission on Higher Education, the Alumni Association, the University
Foundation, the intercollegiate athletic programs, the various economic interests and to all of the
other segments of the public which the University serves through its many public service
programs.
9. Evaluation of Results Achieved

a. One of the fundamental roles of the President is the process of evaluating what has been
accomplished compared to what had been planned.
b. The President not only leads in regular evaluations, but uses them as a primary means of
informing the Board of the University's problems and progress.

10. The Board's Chief Administrator

a. The President is the conduit from the Board to the Administration.

b. The President works through the established levels of administrators, but must also
ensure that the channels of communication are working well, that assignments are fully
understood, that there is a firm commitment to goal setting, and that the future of each
unit is well planned.

11. Institutional Research

a. The President must see that sufficient institutional research is planned and being carried
out so as to equip the University to set goals, develop standards, use funds available with
prudence, and equip the institution to grow with confidence in its future development.
b. Without Presidential leadership, goal setting, planning and institutional research, the
University cannot be in firm control of its own destiny and assured that "drift" is
minimized.

12. The Program for Manpower Development

a. The President must see that a well balanced program of manpower planning is used to
provide needed staff replacements.
b. This includes the development of a strong layer of second level management, so as to
ensure the ability to meet the University's primary needs for management strength.
c. This manpower planning should be performed for both the academic and the
administrative functions of the University.

Role of the Director-General

The Director-General shall be nominated by the Executive Board and appointed by the
General Conference for a period of six years, under such conditions as the Conference may
approve. The Director-General may be appointed for a further term of six years but shall not
be eligible for reappointment for a subsequent term. The Director-General shall be the chief
administrative officer of the Organization.

1.
 a. The Director-General, or a deputy designated by him, shall participate, without
the right to vote, in all meetings of the General Conference, of the Executive
Board, and of the Committees of the Organization. He shall formulate proposals
for appropriate action by the Conference and the Board, and shall prepare for
submission to the Board a draft programme of work for the Organization with
corresponding budget estimates.
b. The Director-General shall prepare and communicate to Member States and to the
Executive Board periodical reports on the activities of the Organization. The
General Conference shall determine the periods to be covered by these reports.
3. The Director-General shall appoint the staff of the Secretariat in accordance with staff
regulations to be approved by the General Conference. Subject to the paramount
consideration of securing the highest standards of integrity, efficiency and technical
competence, appointment to the staff shall be on as wide a geographical basis as possible.
4. The responsibilities of the Director-General and of the staff shall be exclusively
international in character. In the discharge of their duties they shall not seek or receive
instructions from any Government or from any authority external to the Organization.
They shall refrain from any action which might prejudice their position as international
officials. Each State member of the Organization undertakes to respect the international
character of the responsibilities of the Director-General and the staff, and not to seek to
influence them in the discharge of their duties.
5. Nothing in this Article shall preclude the Organization from entering into special
arrangements within the United Nations Organization for common services and staff and
for the interchange of personnel.

Role of the Director-General

The Director-General is the head of the Secretariat of UNESCO - the body responsible for the
day-to-day management of the agency. In addition to being responsible for the nearly 2100
employees of the Secretariat, the Director-General also serves as the public face of UNESCO,
raising the visibility of important issues.

duties and responsibilities

 Leadership and proven administrative and management skills;

 A strong commitment to all the objectives of UNESCO;
 A visionary and active approach to the role of UNESCO in the community of nations;
 Good knowledge of the UN system;
 Commitment to the highest moral and ethical standards;
 Strong communication skills so as to develop effective internal and external
communication strategies, vision and objectives for UNESCO; and
 Empathy and sensitivity to civil society as an important UNESCO constituency by
utilizing, as appropriate, the existing structures and in particular the National
Commissions for UNESCO.

He also recommended that governments "take account of personal, professional, and

administrative qualities ... likely to qualify them for the discharge of international duties at a high
level." Foremost among these qualities are "vision, responsibility, objectivity, equanimity, and
ability to resist all pressure," the letter said.

John Daly, Vice President of Americans for UNESCO, adds his dutiesthat the next Director-
General should have:

 An articulate and charismatic spokesperson for peace and international understanding;

 Capable of leading an organization with 2,000 staff and a $500 million annual budget
which is capable of catalyzing global action;
 A world leader in one of the fields of competence of UNESCO;
 A capable diplomat, able to negotiate compromise among the disparate interests of
UNESCO's member nations;
 A person of sterling personal and professional integrity; and
 As someone who can communicate effectively in the major languages used in UNESCO.

The Minister of Education

The Minister of Education represents the interests of the ministry at the provincial cabinet and
assists in the development of education policy. With the assistance of the Ministry of Education,
the Minister also administers the provincial statutes and regulations that concern education
including those that set the length of the school year and allocate funds to school boards in a fair
manner using the education funding model.

The Minister is also responsible for:

 developing curriculum;
 setting policies and guidelines for school trustees, directors of education, principals and
other school board officials;
 setting requirements for student diplomas and certificates; and
 preparing lists of approved textbooks and other learning materials.


RegionalDircetor TESDa- The TESDA shall establish regional offices headed

by Regional
Directors with the rank and emoluments of Director IV. The offices shall be
under the direct control of the
Director-General and shall:

     serve as Secretariat to Regional TESDA Committees;

 
    supervise, coordinate and integrate, thru its Provincial TESDA
Offices, all technical education and skills development programs,
projects and related activities in their respective jurisdiction;
 
     develop and recommend TESDA programs for regional and local level
implementation within the policies set by the TESDA; and
 
    perform other duties and functions as may be authorized.

 Regional Director of DEP ed
 The Department is hereby authorized to establish, operate and maintain a Regional
Office in each administrative region of the country. Each Regional Office shall be
headed by a Regional Director who shall be assisted by an Assistant Regional
Director. The Regional Director shall be responsible for the Schools Divisions and
their Superintendents within his administrative region.
 A Regional Office shall have, within its administrative region, the following functions:
 1) Implement laws, rules, regulations, policies, plans, programs and projects of the
Department;
 2) Formulate a regional educational policy framework consistent with national
policies but which reflect values and expectations of the region;
 3) Develop regional educational standards within the framework of the national core
standards;
 4) Develop appropriate regional monitoring and assessment system;
 5) Setting regional criteria for the recruitment, selection and training of teachers and
staff in the region;
 6) Coordinate with the Regional Development Council (RDC) in the formulation of the
budget to support the regional educational plan, taking into account the specific
needs and requirements of the region;
 7) Provide effective and efficient service to the people in relation to the mandate of
the Department; and
 8) Perform such other functions as may be provided by law.

 CHED Commissioner

 DUTIES AND RESPONSlBlLlTlES OF THE CHAIRMAN. - SUBJECT TO

PERTINENT LAWS AND THE POLICIES AND RULES ADOPTED BY THE
COMMISSION, THE CHAIRMAN SHALL:

 (1) ACT AS THE PRESIDING OFFICER OF THE COMMISSION EN BANC;

 (2) SUBMIT TO THE OFFICE OF THE PRESIDENT RULES AND REGULATIONS

ADOPTED BY THE COMMISSION, WHICH REQUIRE PRESIDENTIAL
ATTENTION INCLUDING ANNUAL AND OTHER PERIODIC REPORTS; AND

 (3) DIRECT THE DIRECTOR-GENERAL OF THE SECRETARIAT ON THE

PERFORMANCE OR EXECUTION OF THE DECISIONS AND POLICIES OF THE
BOARD OF COMMISSIONERS

  
 SEC. 7. A new Section 8 is hereby inserted to the same Act as follows:

 “SEC. 8. DUTIES AND RESPONSIBILITIES OF THE COMMISSIONERS. - IN THE

SPIRIT OF COLLEGIALITY, JOINTLY WITH THE CHAIRMAN, THE
COMMISSIONERS SHALL BE RESPONSIBLE FOR THE EFFECTIVE EXERCISE
OF THE POLICY AND RULE-MAKING, RESOURCE ALLOCATION AND
MANAGEMENT FUNCTIONS OF THE COMMISSION OVER THE ENTIRE
HIGHER EDUCATION SUBSYSTEM. THEY SHALL LIKEWISE PERFORM SUCH
OTHER FUNCTIONS AS MAY BE DELEGATED BY THE COMMISSION. IN CASE
OF THE ABSENCE OF THE CHAIRMAN AND THE VICE CHAIR DUE TO
ILLNESS, INCAPACITY OR OTHER SERIOUS CAUSE, THE MOST SENIOR
FULL-TIME COMMISSIONER SHALL PERFORM THE FUNCTIONS OF THE
CHAIRMAN.

 NOTHING IN THIS ACT SHALL BE CONSTRUED TO MEAN THE DEROGATION

OF THE PREROGATIVES OF INTERNAL GOVERNANCE AND FISCAL
AUTONOMY OF THE INSTITUTIONS OF HIGHER LEARNING AS WELL AS
PROMOTE A CONFLICT OF INTEREST BETWEEN THE FUNCTIONS OF
INSTITUTIONAL GOVERNING BOARDS AND THOSE OF THE COMMISSION IN
THE EXERCISE OF THE LATTER'S COORDINATIVE AND OVERSIGHT
FUNCTIONS OVER THE FORMER."

  

 SEC. 8. Section 7 of the same Act is hereby renumbered as Section 9.

  

 SEC. 9. Section 8 of R.A. 7722 is hereby amended to read as follows:

 "SEC. [8] 10. Powers and Functions of the Commission. – The Commission shall have
the following COLLEGIAL powers and functions OVER THE SECRETARIAT AND
THE HIGHER EDUCATION INSTITUTIONS:

 a) formulate and [recommend] IMPLEMENT development plans, policies, priorities and

programs on higher education and research; AND RECOMMEND TO THE
EXECUTIVE AND LEGISLATIVE BRANCHES, PRIORITIES AND GRANTS ON
HIGHER EDUCATION AND RESEARCH;

 [b) formulate and recommend development plans, policies, priorities and programs on
research;

 c) recommend to the executive and legislative branches, priorities and grants on higher
education and research;]
 B) APPROVE THE CHANGES IN THE INSTITUTIONAL STATUS OF PRIVATE
UNIVERSITIES AND COLLEGES AND RECOMMEND TO THE LEGISLATURE
THE CREATION, DISSOLUTION AND MERGER OF STATE COLLEGES AND
UNIVERSITIES AND OTHER PUBLICLY FUNDED TERTIARY INSTITUTIONS
ON THE BASIS OF NATIONAL AND SECTORAL DEVELOPMENT PLANS;

 [d] C) set minimum standards for programs and institutions of higher learning
recommended by panel of experts in the field and subject to public hearing, and enforce
the same. LIKEWISE, IT SHALL HAVE THE EXCLUSIVE AUTHORITY TO
DETERMINE THE MINIMUM QUALIFICATIONS FOR FACULTY WHO CAN
TEACH IN HIGHER EDUCATION INSTITUTIONS;

 [e] D) monitor and evaluate the performance of programs and institutions of higher
learning, BOTH PRIVATE AND PUBLIC, INCLUDING LOCALLY FUNDED
COLLEGES AND UNIVERSITIES, for appropriate incentives as well as the imposition
of sanctions such as, but not limited to, [diminution

 or] withdrawal of subsidy, [recommendation on the] downgrading [or] AND withdrawal

[of accreditation, program termination] GOVERNMENT RECOGNITION AND
AUTHORITY TO OPERATE PROGRAMS or school closure[;]: PROVIDED, THAT,
THE COMMISSION SHALL HAVE THE EXCLUSIVEISOLE AUTHORITY TO
CONDUCT VISITATIONS TO HIGHER EDUCATION INSTITUTIONS (HEIS) FOR
ISSUANCE OF GOVERNMENT AUTHORITY TO OPERATE PROGRAMS OR
COURSES FOR MONITORING AND EVALUATION PURPOSES;

 [f] E) Identify, support and develop potential centers of excellence in program areas
needed for the development of world-class scholarship, nation building and national
development;

 [g] F) [recommend to] ALLOCATE AND SUBDIVIDE THE TOTAL BUDGET OF

STATE UNIVERSITIES AND COLLEGES IN COORDINATION WITH the
Department of Budget and Management [the budgets of public institutions of higher
learning as well as] AND RECOMMEND general guidelines for the use of their income,
BASED ON A NORMATIVE AND MERIT-BASED FUNDING FORMULA WHICH
SHAL BE FORMULATED BY THE COMMISSION: PROVIDED, ALSO,THAT THE
USE OF THE INTERNAL AND EXTERNAL SOURCES OF DEVELOPMENT
FINANCING SHALL BE ALLOCATED ON MERIT AND EQUITY GROUNDS
ACROSS REGIONS AND PROVINCES, PROGRAMS AND INSTITUIONS;

 [h] G) rationalize programs and institutions of higher learning BASED ON LOCAL AND
REGIONAL DEVELOPMENT IMPERATIVES AND set standards, policies and
guidelines for the creation of new ones as well as the conversion or elevation of schools
to institutions of higher learning, subject to budgetary limitations and GEOGRAPHIC
DISTRIBUTION OF HIGHER EDUCATION INSTITUTIONS and the LIMITATION
ON THE number of institutions of higher learning in the province or region where
creation, conversion or elevation is sought to be made;
 [i] H) develop criteria for allocating additional resources such as research and program
development grants, scholarships, and other similar programs: Provided, That these shall
not detract from the fiscal autonomy already enjoyed by colleges and universities;

 [i] I) direct or redirect purposive research by institutions of higher learning to meet the
needs of agro-industrialization and development AS WELL AS OTHER STRATEGIC
AREAS OF GLOBAL IMPORTANCE:

 J) AUTHORIZE THE PERIODIC REVIEW OF THE ORGANIZATION, FUNCTIONS,

MISSION AND STRUCTURE OF THE ENTIRE COMMISSION IN THE LIGHT OF
THE COUNTRY’S SOCIAL, ECONOMIC AND TECHNOLOGICAL CHANGES
AND PROPOSE THE NECESSARY INTERVENTIONS INCLUDING
APPROPRIATE LEGISLATIONS;

 k) devise and implement resource development schemes;

 I) administer the Higher Education Development TRUST Fund, as described in Section

10 hereunder, which will promote the purposes of higher education:

 m) review the charters of institutions of higher learning and state universities and
colleges including the chairmanship and membership of their governing bodies and
recommend appropriate measures as basis of necessary action;

 N) CONDUCT MEDIATION, CONCILIATION, SETTLEMENT MEETINGS OR

CONFERENCES, EXERCISE APPELLATE JURISDlCTlON BETWEEN HIGHER
EDUCATION INSTITUTIONS AND STUDENTS, TEACHERS, AND STAFF
INVOLVING ACADEMIC ISSUES ONLY, IN ACCORDANCE WITH RULES TO BE
ISSUED BY THE COMMISSION FOR THE PURPOSE;

 [n] 0) promulgate such rules and regulations and exercise such other powers and
functions as may be necessary to carry out effectively the purpose and objective of this
Act; and

 [o] P) perform such other functions as may be necessary for its effective operations and
for the continued enhancement, growth or development of higher education.