CCDC Joins the 2025 PHILED Conference: Changing the Narrative of Philippine Education by Making Reforms Work

CCDC proudly highlights its active participation in the 2025 PHILED Conference, held on December 3–4, 2025 at the SMX Convention Center in Pasay City. With the theme “Changing the Narrative of Philippine Education by Making Reforms Work,” this national gathering convened educators, policymakers, and school leaders committed to driving meaningful and forward-looking reforms across the Philippine education landscape.

Representing the institution were Melvin B. Ngayaan, Serafin A. Padio-an, Jaypee D. Camolo, Beverly M. Milo and Rosaria M. Pes-oyen, who actively participated in the plenary sessions, breakout discussions, and collaborative workshops. Their engagement demonstrated our school’s commitment to educational innovation and continuous improvement.

Across two days, the conference featured compelling sessions that explored both the current state and the future direction of Philippine education. Key presentations included:

• The State of Philippine Education: Reforms and Opportunities
  Delivered by Hon. Juan Edgardo M. Angara, this session presented a comprehensive overview of the country’s education system—examining its present challenges, ongoing reforms, and emerging opportunities to strengthen learning delivery, school governance, and policy implementation.

• Education Policy and Futures Thinking: Emerging Trends and Opportunities for the Philippine Education
  Presented by Dr. Adrian Kuah, this session emphasized the importance of futures thinking in crafting education policies. Participants were introduced to global trends, strategic foresight tools, and innovative policy directions aimed at building a future-ready Philippine education system.

These discussions provided the delegates with valuable insights that will help the institution align with evolving national policies, anticipate educational shifts, and implement reforms that deliver long-term, positive impact on student learning.

Further, CCDC’s participation in the PHILED Conference directly supports SDG 4: Quality Education, which promotes equitable, inclusive, and high-quality learning for all. By joining national conversations on reforms and future policy directions, CCDC reaffirms its dedication to educational excellence and its commitment to aligning institutional initiatives with both national priorities and global development goals.

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Basic Education Elementary Department Strengthens Advocacy and Awareness Through Infographics, Poster Making, and NutriQuiz Activities

In the Month of November, the CCDC Basic Education Department recently carried out a series of advocacy-driven activities aimed at promoting awareness, creativity, and responsible decision-making among learners. These initiatives included the Infographics Contest, Poster Making Contests, and the NutriQuiz, each designed to enhance students’ understanding of important social and health issues.

The Infographics Contest, held under the theme “Drug Abuse Prevention and Control (DAPC),” invited students to convert factual information on drug prevention into concise, visually compelling presentations. Representatives Jett Andrie L. Salbino and Saphira Klea Hailee B. Bolas a grade 3 students produced entries that demonstrated strong digital literacy and an ability to communicate advocacy messages effectively. This activity was organized by the La Trinidad Municipal Social Welfare and Development Office (MSWD), underscoring the municipal government’s support for youth-focused prevention programs.

Two separate Poster Making Contests were also held. The first organized by the Municipal Social Welfare and Development Office, centered on the theme “OSAEC–CSAEM Wakasan: Kaligtasan at Karapatan ng Bata, Ipaglaban,” highlighting the importance of protecting children from online abuse and exploitation. Representing this category was a grade 5 student, Leema Shanum A. Manis, whose artwork emphasized child rights and digital safety. The activity also featured a recital presentation by Faith D. Payang a grade 5 student, who delivered a meaningful interpretation aligned with the same advocacy.

A second poster-making entry, organized by the La Trinidad Disaster Risk Reduction and Management Council (DRRMC), focused on Disaster Risk Reduction and Management (DRRMC), showcased the creativity and awareness of Princess W. Bandao a grade 6 student, who visually expressed the importance of preparedness and community resilience.

To further reinforce Health education, the La Trinidad Municipal Health Office held the annual NutriQuiz, an interactive competition designed to assess students’ knowledge of nutrition, healthy eating habits, and overall wellness. This year’s participants are grade 6 students included Princess W. Bandao and Alyshialyhn Jaira Cadangen, who both demonstrated commendable enthusiasm and understanding of the subject matter.

These activities reflect the Basic Education Elementary Department’s holistic approach to student development: nurturing learners who are academically capable, socially aware, and health-literate. The department extends its appreciation to the students, teachers, parents, and partner offices whose contributions ensured the success of these initiatives. In particular, the collaboration with the La Trinidad MSWD, DRRMC, and the Municipal Health Office highlights the value of coordinated community efforts in advancing child protection, public health, and disaster preparedness education.

The department remains committed to sustaining and expanding such advocacy-driven programs that empower young people to become informed, responsible, and resilient members of their communities.

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Bridging Hope: RRCY-CAR and CCDC-CTE Forge Partnership to Empower Literacy for Children in Conflict with the Law

“Education is non-negotiable. Let us not deny them their basic right. If we are able to transform even one child through education, then that would already be a great achievement.”

These powerful words from Rojhelea An Marie Claur, Center Head of the Regional Rehabilitation Center for Youth (RRCY–CAR), echo the global call of Sustainable Development Goal (SDG) 4: Quality Education, emphasizing that inclusive and equitable learning opportunities must extend to all—especially to children in conflict with the law who are among the most vulnerable.

With this vision, RRCY–CAR partnered with the College of Teacher Education (CTE) of the Cordillera Career Development College (CCDC) to uplift academic literacy and enhance the learning confidence of the youth under its care. This initiative also strongly supports SDG 10: Reduced Inequalities, as it bridges learning gaps and ensures that marginalized learners are not left behind.

On December 10, 2025, an orientation was conducted by Jaypee M. Nuñez, Center Nurse of RRCY–CAR. Present during the activity were Dr. Juvy O. Baso, Dean of CTE; Dr. Arlene A. Palasico, Program Coordinator for BSED English and General Education Language; Jeff J. Abanag, Program Coordinator for BSED Mathematics and General Education Math; Marfrelyn Angyatao, Program Coordinator for BTLED and General Education TLE; Laurence L. Ablaza, Program Coordinator for Social Studies and General Education Social Studies; and Madel L. Telesforo, CTE Office Assistant, along with the participating pre-service teachers. Their active participation underscores SDG 17: Partnerships for the Goals, demonstrating how strong collaboration between government institutions and educational organizations can foster meaningful and sustainable social impact.

This collaboration marks the first deployment of CTE pre-service teachers to RRCY–CAR for internship, a pioneering step toward community-rooted, inclusive education. Prior to their deployment, the pre-service teachers underwent a comprehensive orientation facilitated by Department of Social Welfare and Development (DSWD) personnel from the regional office in Baguio City. This preparation ensures they are equipped with the proper approaches, sensitivity, and protocols needed when working with children in conflict with the law—further contributing to SDG 16: Peace, Justice, and Strong Institutions, which advocates for the protection and rehabilitation of vulnerable youth.

This initiative is under the L.I.G.H.T (Literacy Integration and Guided Holistic Tutoring) Program, a transformative learning designed to support both the academic and personal development of Children in Conflict with the Law (CICL) housed at the DSWD–Regional Rehabilitation Center for Youth, and in line with CCDC’s curriculum-based community engagements. The L.I.G.H.T Program reinforces the partnership’s commitment to providing meaningful, compassionate, and rights-based education for every learner.

Apalasico/2025

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𝗕𝗘𝗡𝗘𝗖𝗢-𝗖𝗖𝗗𝗖 𝗠𝗲𝗱𝗶𝗰𝗮𝗹 𝗮𝗻𝗱 𝗟𝗲𝗴𝗮𝗹 𝗠𝗶𝘀𝘀𝗶𝗼𝗻 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗶𝗻 𝗕𝗼𝗸𝗼𝗱

Barangay Pito, Bokod, Benguet – The Benguet Electric Cooperative (BENECO), in partnership with the Cordillera Career Development College (CCDC), successfully conducted a Medical and Legal Mission aimed at providing essential health and legal services to residents, particularly those in remote communities.

The mission was initiated by BENECO in coordination with Sir Abello Fernando, Director of BENECO District 8. The CCDC team included medical clinic personnel, Community Health Education (CHE) staff, administrative faculty, student nurses, midwifery students, pharmacy students, and the school driver. Together with a licensed pharmacist, legal professionals, and volunteers, the team ensured the organized and compassionate delivery of services.

Free medical consultations, basic health assessments, medications, and legal assistance were offered to residents. Student nurses and midwifery students assisted with patient assessments, vital sign monitoring, health education, documentation, and crowd management. Pharmacy students, under the supervision of the licensed pharmacist, supported medication dispensing and provided drug counseling. Their combined efforts were instrumental to the mission’s success and provided valuable hands-on community experience.

Residents expressed gratitude for the accessible services, emphasizing that the mission helped address common health concerns and legal needs without requiring long travel. Local officials also lauded the collaboration between BENECO and CCDC for its meaningful impact on the community.

The organizers extended their sincere appreciation to all volunteers, staff, student nurses, midwifery students, pharmacy students, and the residents of Barangay Pito for their cooperation. 

The mission concluded with strengthened community ties and a shared commitment to continued service.

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Unified for Progress: JSWAP National Leaders’ Assembly Conducted Concurrently with the 51st NASWEI Convention

The Junior Social Workers Association of the Philippines (JSWAP) National organized a significant leadership-building event crafted specifically for student leaders from colleges of social work across the country. Held at the Uswag Nutrition Center in Iloilo City, the activity brought together over 100 passionate social work students who shared a collective commitment to advocacy, leadership, and social transformation. Representing CCDC were Ms. Hannah Gweneth M. Busay and Ms. Camile A. Ventura, who proudly joined delegates from various regions of the Philippines.

This JSWAP event was conducted synchronously with the 51st NASWEI Biennial Convention, where the CCDC Social Work faculty were simultaneously attending the convention and professional development engagements. The parallel conduct of these events allowed both faculty and students to participate in national-level activities that strengthened their competencies and broadened their perspectives on leadership and social work education.

One of the major undertakings of the JSWAP assembly was the drafting of the JSWAP National Constitution and By-Laws. This collaborative effort aimed to provide a unified framework that would guide the organization’s leadership, advocacy initiatives, and collective direction. By contributing their voices and insights, participants developed a deeper sense of ownership and responsibility toward strengthening the national student social work community.

The program opened with inspiring remarks from Councilor Hon. Alan Zaldivar, RSW, who encouraged the participants to embrace their identities as future changemakers in the helping profession. His message emphasized the importance of grounded leadership, compassion, and service-oriented action.

A highlight of the event was the lecture delivered by Mr. Aaron Kim Gil, titled “Future Leaders of the Helping Profession: Skills for the Next Generation.” He emphasized that while passion and compassion are essential, emerging social workers must also equip themselves with critical thinking skills, professional competence, ethical grounding, and strategic approaches to community engagement. His talk motivated students to pursue continuous personal and professional growth.

A solidarity and networking activity followed, encouraging students from different institutions to interact, share experiences, and learn from one another. This created a meaningful space for connection, reflection, and shared learning—strengthening camaraderie among future practitioners.

Due to varying travel schedules, the event concluded with the distribution of tokens and certificates to the participants, acknowledging their involvement and contributions to the national assembly.

The CCDC student delegates expressed their deep gratitude for being chosen to represent their institution and for having the opportunity to engage with fellow student leaders from across the country. Although some expectations were not fully met, they highlighted that the experience allowed them to reflect, connect, and learn from student leaders representing different social work programs nationwide. They valued the insights gained, the friendships formed, and the renewed commitment to the social work profession.

Overall, the JSWAP National Leaders’ Assembly enriched the participants’ understanding of leadership, strengthened their professional identity, and reinforced their dedication to becoming compassionate, competent, and community-centered social workers.

By:

Hannah Gweneth M. Busay (SW 3^rd year Students)

Camile A. Ventura (SW 3^rd year Students

Kimberlyn M. Valdez

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CCDC Bolsters Inclusive Education with Anti-Discrimination Policy and ‘Ayowan’ Program

La Trinidad, Benguet – Cordillera Career Development College (CCDC) is reinforcing its decades-long commitment to inclusive, anti-discriminatory education through robust policies and support programs. Marking 32 years since its founding vision of “Bringing Education Closer to the People,” CCDC continues to expand initiatives that empower students of all abilities to thrive. Two cornerstone efforts underscore this commitment: an Accommodation Policy for Students with Special Needs, and the Ayowan Program for Students – “Ayowan” being a local term meaning care – which provides comprehensive academic and psychosocial support. These initiatives, aligned with national laws and CCDC’s mission of holistic, accessible learning, ensure every student can pursue education in a safe and supportive environment.

Accommodation Policy: Accessible and Non-Discriminatory Education

Read More:  https://ccdc.edu.ph/special-needs-policy/#

CCDC’s Accommodation Policy for Students with Special Needs (issued by the Office of the President in late 2024) lays out clear measures to foster an inclusive campus. Anchored on the college’s mission of holistic, accessible learning experiences, the policy is explicitly guided by national inclusive education laws. It affirms that CCDC will accommodate learners with disabilities to the fullest extent of the school’s resources. Key features of the policy include:

Legal Alignment: The policy aligns with Republic Act No. 11650 (Inclusive Education Act of 2022), R.A. 7277 (Magna Carta for Disabled Persons), Batas Pambansa Blg. 344 (Accessibility Law), and CHED Memorandum Order No. 23 s.2000, among other laws. These laws inform the school’s standards for inclusion and accessibility.

Accessible Learning Facilities: CCDC ensures its learning environment is accessible to all. In compliance with R.A. 7277, the college gives priority to adaptive facilities and equipment – for example, providing tactile and Braille materials for visually impaired students and assistive audio devices for those with hearing impairments. Likewise, campus infrastructure follows the Accessibility Law’s principles so that buildings and classrooms are reachable, safe, and usable for persons with disabilities.

Procedural Safeguards: Consistent with R.A. 11650, the policy enforces procedural safeguards to protect students’ rights. Learners with disabilities and their parents/guardians are kept informed (in their mother tongue) of any educational decisions, and they participate in meetings on identification, placement, or program provision. The school also upholds confidentiality of personal information, requiring consent before sharing records among agencies. These steps ensure families are active partners in their education plans.

Protection from Discrimination and Abuse: The policy explicitly forbids any form of bullying, neglect, abuse, or discrimination against learners with disabilities on campus. CCDC vows to protect students with disabilities from harm as mandated by laws like R.A. 11650, R.A. 7277, the Anti-Bullying Act (R.A. 10627), and the Special Protection of Children Against Abuse, Exploitation and Discrimination Act (R.A. 7610). This guarantee reinforces that all students, regardless of ability, are entitled to a safe and dignified learning environment.

Priority Assistance: To further promote inclusion, CCDC provides priority services for students with special needs. The policy directs that these students have priority lanes when using campus facilities such as the cafeteria and during office transactions. In addition, they receive prompt assistance during emergencies and evacuations. By according priority attention, the college ensures that students with disabilities can access services quickly and comfortably alongside their peers.

“Ayowan” Program: Holistic Support for Student Well-Being

Read More:  https://ccdc.edu.ph/student-services/ayowan-program/

CCDC volunteer mentors and officials meet to finalize the Ayowan Program prior to its April 2023 launch.

Another flagship initiative is the Ayowan Program for Students, which embodies CCDC’s philosophy of compassionate, whole-person education. Launched in April 2023, “Ayowan” (a Kankana-ey term meaning care) is designed to provide tailored assistance to students based on their individual vulnerabilities – be they academic struggles, behavioral issues, or emotional and mental health challenges. The program ensures that no student is left behind due to life’s challenges.

Ayowan operates through a pool of volunteer mentors and counselors drawn from CCDC’s own faculty and staff. These trained volunteers offer their time to support students in need, and licensed guidance counselors are engaged for cases that involve sensitive or complex issues. Importantly, all Ayowan services are provided confidentially and on campus, in designated private venues such as departmental offices or the Guidance Office, to ensure comfort and privacy for students. Participation is voluntary – students can freely avail of help, and mentors render service out of commitment (with the administration providing recognition for their service).

The Ayowan Program offers a wide range of support services to cater to different student needs:

Academic Tutorials: One-on-one or group tutoring in reading, comprehension, and mathematics to help students overcome learning difficulties in these fundamental areas.

Academic Counseling: Personalized guidance sessions that help students develop effective study habits, plan their academic work, and navigate challenges in their coursework.

Talk Therapy: Informal talk therapy or “listening sessions” for students who may be dealing with stress, anxiety, or personal issues. These sessions allow students to speak with a caring mentor or counselor, gain emotional relief, and learn coping strategies.

Facilitated Family Sessions: Guided meetings between students and their parents or guardians, mediated by the Ayowan volunteers. These sessions aim to resolve issues at home that may be affecting the student’s academic progress or well-being.

Parent Consultation and Education: The program also reaches out to parents and guardians through academic information services. Parents receive information on the realities of their child’s schooling and how they can better support their education and behavior at home.

Additional Support Services: Depending on need, Ayowan can provide other forms of assistance such as regular monitoring and follow-up on a student’s status, spiritual support activities, and referrals to external services when necessary. Notably, all counseling – whether individual or group – is conducted with a gender-sensitive approach by licensed professionals, ensuring that guidance is respectful and inclusive of each student’s identity and context.

By addressing students’ academic and psychosocial needs in tandem, the Ayowan Program creates a safety net within the college. It has already shown tangible impact: in 2024, around 64 students received support through Ayowan, assisted by about 18 volunteer counselors, peer tutors, and mentors. Common concerns like academic difficulties, absenteeism, anxiety, or family issues are being met with compassion and practical help. CCDC’s Student Development Office coordinates referrals to Ayowan, so any teacher or dean who notices a struggling student can connect them to the program. From there, volunteers step in to mentor or counsel the student, with the focal Ayowan coordinators tracking each case’s progress. This community-driven initiative strengthens CCDC’s mission to nurture not only skilled professionals but also well-rounded, resilient individuals.

“For 32 years, CCDC, with its open admission, has witnessed how students from diverse backgrounds and capabilities, under proper guidance, have succeeded and passed licensure examinations and performed well in their workplaces,” says CCDC President Sherry Junette M. Tagle. This long experience underpins the college’s firm stance against discrimination. By instituting policies like the Accommodation Policy and programs like Ayowan, CCDC continues to cultivate an environment where every student – regardless of disability, background, or personal challenges – is given the opportunity and support to achieve their full potential.

Ayowan: CCDC’s Commitment to Care and Inclusion

What is the Ayowan Program?

At Cordillera Career Development College (CCDC), you’ll often hear the word “Ayowan” spoken with a smile. In the local dialect, “Ayowan” means “care,” referring to providing whatever is necessary for someone’s health, welfare, and protection. True to its name, the Ayowan Program is all about care – a holistic support system to make sure no student is left behind. If a student is struggling with a tough class, feeling anxious or isolated, or living with a disability that makes school challenging, Ayowan steps in to help. It addresses every dimension of student well-being, going beyond academics to include financial, emotional, and social support. In short, Ayowan ensures that life’s challenges don’t force any student off track.

What makes Ayowan special is the people behind it. The program rallies kind-hearted volunteers from within the CCDC community – teachers, non-teaching staff, and even fellow students as peer tutors – all eager to lend a hand or a listening ear. A teacher might volunteer to tutor a struggling reader after class, while a staff member might mentor a student dealing with personal issues. Ayowan services are available at all levels, from basic education through college, because CCDC believes support should have no age limit. Whether you’re a shy seventh-grader or a college senior, Ayowan is there for you, embodying CCDC’s commitment to an inclusive, caring education.

Support You Can Count On

The Ayowan Program offers support you can truly count on, with real stories of students overcoming hurdles. It’s built on personal connections and trust. In the past year alone, around 18 volunteer mentors, counselors, and tutors have supported approximately 64 students through Ayowan. That’s 64 young people who might have otherwise felt alone, now finding strength and guidance in this community-driven initiative. Each volunteer and student pair is a reminder that sometimes all it takes to turn things around is one caring friend.

What kind of help does Ayowan provide? Almost anything a student might need. For some, it’s academic tutoring – extra help with reading comprehension or math problems after school. For others, it’s one-on-one academic counseling, where a mentor guides them in study habits, time management, and finding confidence in their abilities. Many students take comfort in talk therapy sessions, getting a safe, confidential space to share what’s on their mind with a kind counselor. Ayowan even extends to families: counselors can facilitate heart-to-heart sessions between a student and their parents or guardians, helping resolve home issues that might be affecting the student’s school life. In short, if a student has a challenge, Ayowan finds a way to support them – from tutoring in academics to providing a friendly ear when life gets hard.

The impact of these efforts is felt every day. We’ve seen a once-struggling reader discover joy in books after weeks of patient tutoring, and a shy student find her voice in class after regular chats with a volunteer counselor. There are stories of students on the verge of dropping out who decided to stay because someone in Ayowan believed in them. The results speak for themselves: fewer students feel the need to drop out or skip classes now, and many are improving their reading, comprehension, and math skills with this extra support. Perhaps most importantly, students who might be dealing with heavy issues – from bullying to anxiety or troubles at home – know they’re not alone. Ayowan is proof that with a little care and companionship, no challenge is insurmountable.

Accessible for All

Inclusivity at CCDC isn’t just about academic support – it’s also about the campus and learning environment being accessible for all. Being a caring school means making sure everyone can get around and participate fully, including students with disabilities. In line with the Philippines’ Accessibility Law (Batas Pambansa Blg. 344), CCDC ensures that no physical barrier will impede any student. As one provision states, “No group of people shall be deprived of full participation and enjoyment of the environment… due to any disability.” We take that to heart. Ramps, handrails, wide doorways, and elevator access are in place so that a student using a wheelchair or crutches can move around campus with ease. Classrooms and facilities are designed to be usable by everyone – whether disabled or not – so all students can learn comfortably side by side.

CCDC also provides specialized resources for those who need them. For example, students with visual or hearing impairments have access to appropriate learning tools: braille books and tactile learning materials for those with low vision, and assistive listening devices or hearing aids for those who have difficulty hearing. Desks and equipment can be adjusted for students with orthopedic needs, ensuring they can study in comfort as required by national standards. Even in day-to-day campus life, we add small touches of support. Students with special needs are given priority lanes in the cafeteria and other service areas, so they don’t have to struggle in long lines. During fire drills or emergencies, our staff are ready to provide extra assistance to anyone who needs help evacuating safely. These measures aren’t special treatment – they’re part of treating everyone with equal respect and care. By removing barriers both big and small, CCDC makes sure that each student can focus on learning and growing, rather than worrying about how to get up the stairs or access materials. Accessibility is our way of saying: you are welcome and included here.

Built on Compassion and the Law

CCDC’s commitment to inclusivity and care is built on a foundation of compassion and the law working hand in hand. On one side, it comes straight from the heart – a genuine desire to see every student thrive. On the other, it’s reinforced by strong national policies that uphold the rights of learners with special needs. The Philippines has made inclusive education a priority through laws like the Inclusive Education Act of 2022 (R.A. 11650) and the Magna Carta for Disabled Persons (R.A. 7277), as well as the Accessibility Law mentioned earlier. These laws mandate that schools provide equitable support and access for persons with disabilities, and CCDC’s own policies are proudly anchored on these principles. We don’t see them as mere obligations; we see them as affirmations of what we already believe – that every student deserves a fair chance.

For instance, R.A. 11650 emphasizes inclusive learning and even outlines safeguards to ensure students with disabilities (and their families) are informed of and involved in their education. R.A. 7277, the Magna Carta, protects against discrimination and urges institutions to provide facilities and support for people with disabilities. CCDC not only complies with these laws in letter, but embraces them in spirit. We have zero tolerance for bullying or discrimination on campus – every student should feel safe and respected, as also reinforced by the national Anti-Bullying Act. If a student has special needs, we approach accommodations not as special favors, but as every child’s right and a normal part of education. Our Ayowan Program itself was born from this compassionate philosophy: it wasn’t required by any law, but it arose because our faculty and staff saw a need and cared enough to act.

In practice, being built on compassion and law means we’re constantly striving to do more for inclusivity. The laws give us a strong framework (and yes, important reminders), but CCDC often goes further – finding creative, human-centered ways to support students beyond what regulations dictate. It might be a teacher volunteering extra hours for a student in need, or an administrator finding funds for adaptive equipment that isn’t yet standard. It’s this synergy of justice and kindness that defines CCDC’s approach: we uphold the rights of every learner and then go the extra mile to make them feel understood and valued.

A Place Where You Belong

Ultimately, CCDC is more than a college – it’s a family. The Ayowan Program and all our accessibility efforts boil down to one simple message: You belong here. We believe that every student, regardless of their background, ability, or struggles, has a home at CCDC. College can be challenging, and life can throw curveballs, but no one at CCDC has to face those challenges alone. We make it a point to notice when a student might need help, and we encourage you to reach out because caring for one another is in our culture.

If you’re a student (or a parent of one) reading this and thinking “I could use some help,” we want you to know that help is available – warmly and without judgment. Maybe you need academic support, or you’re feeling overwhelmed, or you just have questions about how to navigate school with your disability or difficulty. Please reach out to the Ayowan Program or our Guidance Office. Send us an email, drop by for a chat, or talk to a teacher – however you’re comfortable. Ayowan is here to listen and help, whether you need tutoring in a class, someone to talk to about personal matters, or advice on making the most of campus life.

At CCDC, caring is our promise. We’ve spent over 32 years “bringing education closer to the people,” and that means bringing support and compassion closer to those who need it too. So come be part of our community of care. No matter what you’re going through, remember that this is a place where you belong and a brighter future awaits. Together, let’s make your college journey a successful and fulfilling one – with Ayowan, you’ll always have a friend at CCDC.

CCDC Upholds Safe, Respectful Campus with Anti-Harassment & Safe Spaces Policies

Ensuring a learning and working environment free from harassment, discrimination and bullying is a key priority for higher education institutions today. At Cordillera Career Development College (CCDC), a private higher-education institution in La Trinidad, Benguet, the institution has explicitly adopted policies and mechanisms to guarantee a safe space for all students, faculty and staff.

Policy Framework – What CCDC Has Put in Place

Handbook for Students (2021 edition)
CCDC’s “Handbook for Students 2021 – Article 8, Sections 2-5” includes explicit sections dealing with harassment, discrimination, non-discrimination for women and LGBTQ persons, and safe-space protocols.

Under Section 3. Safe Spaces Policy, the handbook states:

“…CCDC recognizes that both men and women must have equality, security, and safety … in educational … institutions. … CCDC is committed to creating and sustaining a safe space environment for its students, employees and all its stakeholders, free from all forms of discrimination and harassment. It is also committed to truth and will ensure prompt investigation of all allegations of harassment…”

Under Section 4. Non-Discrimination Against Women and Section 5. Non-Discrimination for LGBTQ, the handbook sets out the institution’s commitment to equal opportunity, protection from unequal treatment, and facilities support (e.g., nursing rooms) for women.

The handbook further states that policies covering gender-    mainstreaming, child protection, bullying and harassment are          embedded in governance, curriculum, student services and campus life.

Student Help Lines & Reporting Mechanism
CCDC publishes on its “Student Help Lines – Campus Safety and Conduct” page a reporting channel specifically for bullying, harassment or inappropriate conduct:

“If you are a witness to or a victim of bullying, harassment, or inappropriate conduct… please report it immediately. Your safety is our primary concern, and all reports are handled with confidentiality.”
The page lists contact offices (Office of Student Services, Security Guard/Marshal) and phone numbers and email contact for reporting.

Training and Awareness Activities

CCDC held a seminar for pre-service teachers (College of Teacher Education) on the themes of child protection policy, anti-bullying and the Safe Spaces Act (RA 11313) on November 20, 2023.

The institution also embeds gender-equity, sensitivity and human rights training: e.g., an article notes that 140 students from the College of Criminal Justice Education attended a human rights session February 18, 2023, and orientation on the Safe Spaces Act was held before each semester.

Public Commitment and Institutional Messaging
In its SDG-tracking section (linking to the United Nations Sustainable Development Goals), CCDC publicly declares:

“CCDC implements Anti-Harassment Policy to uphold school integrity and safety.”
The article summarises the policy’s components, such as forbidding unauthorised social media posts that misrepresent or defame the institution or its community members.

Education for All: CCDC’s Non-Discriminatory Admission Policy

At Cordillera Career Development College (CCDC), “Bringing quality education closer to the people” is more than just a slogan – it’s a guiding principle that shapes our admissions policy and campus culture. This commitment to inclusivity ensures that students from all backgrounds and abilities have the opportunity to pursue quality education with us. In a friendly and welcoming environment, CCDC opens its doors to all aspiring learners who are willing to work hard and abide by the school’s policies. Below, we highlight how CCDC’s non-discriminatory admission policy reflects our dedication to reducing inequality and expanding access to education for everyone, regardless of disability or background.

Open Admissions: Welcoming Students from All Backgrounds

CCDC’s admission policy is straightforward and inclusive: admission is open to all students who meet the requirements and agree to follow the school’s policies, rules, and regulations. In other words, if you have the necessary academic credentials (such as a high school diploma or equivalent) and are ready to uphold the college’s guidelines, you are warmly invited to join the CCDC community. There are no arbitrary barriers – no matter where you come from or what your story is, you’ll find that CCDC welcomes you with open arms.

This open-admission approach reflects the college’s core philosophy that the student is the center of the educational process. All of CCDC’s efforts are “anchored on ensuring [that] learners [have] access to quality education”. From urban centers to rural villages, and from various cultural or socio-economic backgrounds, students come to CCDC knowing that they will be treated fairly and given the chance to succeed. By expanding access to education for all, CCDC truly embodies the idea of bringing quality education closer to the people – making higher learning accessible to those who seek it.

No Discrimination – Education Without Limits

One of the hallmarks of CCDC’s admission policy is a firm stance against discrimination, especially toward students with disabilities. The Registrar and Admissions Office anchors its policy on Republic Act No. 9442, the Magna Carta for Persons with Disabilities. In line with this law, CCDC’s Student Handbook explicitly states that “no student shall be denied admission to programs offered on account of a handicap or disability”. This means that having a disability will never be a reason to prevent someone from enrolling in any course or program at CCDC. All students are evaluated based on the same academic criteria, not on personal circumstances.

Furthermore, CCDC does not impose any additional or special requirements on applicants with disabilities beyond the standard admission requirements. The goal is to keep the admissions process fair and equal for everyone. Your abilities, talents, and determination are what matter – not any disability or difference you might have. This non-discriminatory stance is a testament to CCDC’s commitment to reducing inequality in education, ensuring that no one is left behind due to physical or mental challenges.

Special Support for Students with Disabilities

CCDC goes beyond simply allowing students with disabilities to enroll; the college actively supports them to ensure they have a positive educational experience. In fact, the policy provides that special enrollment assistance shall be given to students with disabilities, with considerations for their specific needs – for example, priority in admission services and other helpful accommodations. This could include assistance with paperwork during enrollment, priority queues, or dedicated staff to guide students through the process. The aim is to make the transition into college as smooth as possible for students who might need extra help.

Personalized assistance is also a key part of CCDC’s approach. We encourage students (and parents) to inform the school of any specific learning requirements, special needs, or physical disabilities during the application stage. Sharing this information early allows CCDC to assess how best to support each student on a case-by-case basis. Our administrators and faculty will carefully consider the needs of the student and make the necessary accommodations or adjustments to help them thrive academically. In situations where extremely specialized support or resources might be required – beyond what the college currently has – CCDC will communicate openly with the student and their family to find the best path forward. The underlying message is that we are here to help you succeed. From the moment you apply and throughout your studies, our staff is ready to provide guidance and support tailored to your needs.

Another important aspect of support is the partnership between the college and the family. CCDC strongly recognizes the inherent role of the home and parents in a student’s success, especially for students with disabilities. We believe that when schools and families work together, students benefit the most. That’s why CCDC strives to maintain open communication with parents and guardians and to align our support strategies with what works best for each student at home and in school. As a parent, you can feel confident that CCDC values your insights and involvement in your child’s education. Together, we work hand-in-hand to create an enabling environment for your son or daughter to achieve their full potential.

Committed to Inclusion and Equality in Every Way

CCDC’s non-discriminatory policy for admissions is part of a larger culture of inclusivity and equality on campus. Beyond disabilities, the school is committed to welcoming students of all genders, ethnicities, religions, and backgrounds. In fact, CCDC strives to be gender-responsive and integrates the principles of gender equity, sensitivity, non-discrimination, and human rights into its governance, curriculum, student services, and activities. Every student is treated with dignity and afforded the same opportunities to participate and excel.

The college’s mission statement itself highlights the goal of providing “holistic, accessible, and inclusive learning experiences” to a culturally diverse community of learners. This inclusivity is not just about policies on paper – it’s lived out daily in the classrooms, hallways, and student organizations. Students often share that they feel a sense of belonging at CCDC because of this open and accepting culture. Bullying and discrimination are not tolerated; instead, understanding and respect are actively promoted. CCDC regularly conducts orientations and training on topics like students’ rights, anti-bullying, and creating a safe campus for all. The result is a learning environment where everyone can be themselves without fear of judgment, allowing each individual to focus on learning and personal growth.

By embracing diversity and practicing non-discrimination, CCDC helps reduce inequalities in education. We recognize that talent and potential are present in all segments of society, and it’s our job as an educational institution to give everyone a fair chance. This ethos of fairness and inclusion helps level the playing field, enabling students who might otherwise be marginalized to obtain a college education and improve their future prospects. In doing so, CCDC is not only changing individual lives but also contributing to a more equitable society – one graduate at a time.

“Bringing Quality Education Closer to the People”

CCDC’s non-discriminatory admission policy is a proud reflection of our slogan, “Bringing quality education closer to the people.” For over 30 years, CCDC has been devoted to extending the reach of education to as many people as possible, breaking down barriers that might stand in the way of someone’s educational dreams. Whether those barriers are physical (like a disability or distance), financial, or social, CCDC continually seeks ways to help students overcome them – be it through scholarships, flexible learning options, or the supportive policies described above. The ultimate goal is to make quality higher education accessible to all who seek it, truly bringing it closer to the people who need it most.

For prospective students and parents, this means you can approach CCDC with confidence. If you or your child aspires to study in a college that values quality, inclusivity, and community, you will feel right at home at Cordillera Career Development College. Our admissions team is ready to assist you through the application process, and our faculty and support staff are eager to help you succeed once you’re here.

We invite you to become part of the CCDC family. By choosing CCDC, you’re choosing a school that will not only provide excellent education but also stand by your side, celebrating your uniqueness and supporting your journey every step of the way. Together, let’s continue to reduce inequalities and uplift communities – one student at a time. Come and experience how CCDC truly brings quality education closer to the people, and see your educational goals turn into reality!

Read more:  https://ccdc.edu.ph/excerpts-from-the-handbook-for-students/

Excerpts from the Handbook for Students:

Section 2. ADMISSION

Criteria for Enrollees

Admission to CCDC is open to all students who meet the admission requirements and who agree to abide by its policies, rules and regulation. Accepting transferees are subject to the recommending approval of the concerned CCDC Department Dean and final approval by the Registrar, as the primary admission officer.  When deemed necessary, the Registrar refers specific cases to the President.

The Registrar and Admissions Office also anchors its policy on Republic Act No. 9442 or the Magna Carta for Persons With Disabilities. As such, no student shall be denied admission to programs offered on account of a handicap or disability or additional requirements be imposed upon them. Further, special enrollment assistance shall be accorded them bearing in mind their special needs such as, but not limited to, priority in admission services. 

Any specific learning requirements, special needs or physical disabilities of the student should be declared at the application stage. It will be assessed by the school authorities on a case-to-case basis and in certain circumstances, that the institution does not have the resources or expertise to deal with certain levels of need, this will be communicated to the student or parents concerned after proper consideration by the school authorities.

As a general rule, the following are not eligible for admission to CCDC:

those without transfer credentials;

those previously admitted to the College but had been expelled or excluded due to disciplinary and/or academic reasons;

those suffering from highly infectious and communicable diseases;

those transferring from private schools without either government recognition or permit; and,

high school graduates who have academic deficiencies.

Entrance Requirements. Applicants for admission are required to submit the following during admission and enrollment process:

For Freshmen: CCDC Application for Admission duly accomplished, Report Card (Form 138) and Permanent Record (Form 137/SF-10), Certificate of Good Moral Character, Clear Photocopy of PSA Birth certificate, Results of Interest test and other pertinent institutional proficiency exams, PSA marriage certificate for married female students, 1 long brown envelope. (Other requirements may be required such as medical clearance).

For Graduate Programs: CCDC Application for Admission form duly accomplished, Transfer Credentials, Clear Photocopy of PSA birth certificate and/or PSA marriage certificate for married female students, certificate of good moral character, a notarized copy of permit to study for Government Employees, 1 long brown envelope.

For College of Law: CCDC Application for Admission form duly accomplished, Passed PhilSat Exam, Transfer Credentials, Certificate of Good Moral Character, certified true copy of College Diploma, 2 copies of authenticated PSA Birth Certificate, result of entrance or qualifying exam, 1 long brown envelope, and other pertinent institutional proficiency exams.

For Old Students: Student’s copy of grades for the semester last attended and evaluation issued by respective Deans or Department Heads to ensure that students comply with the prerequisite subjects prior to enrollment in higher/advanced courses.

For Transferees: All transferees shall undergo an interview by the Dean or designated school official to determine admission or non-admission to CCDC.  Upon recommendation of the Dean, the transferee accomplishes the CCDC Application for Admission Form, and submits transfer credentials, report on final grades, clear photocopy of PSA birth certificate, and certificate of good moral character from the last school attended and 1 long brown envelope

College of Law Transferees: Transfer credentials including certificate of eligibility for admission into law course (CEL) from school of origin, 2 copies of authenticated PSA Birth Certificate, letter of intent to transfer, duly accomplished CCDC application for admission, certified true copy of diploma, certificate of good moral character from the last school attended and 1 long brown envelope

Graduate School and Foreign Student (from Philippine School) Transferees: Duly accomplished CCDC application for admission form, certificate of eligibility to transfer, clear photocopy of PSA birth certificate, certificate of good moral character from the last school attended, and 1 long brown envelope

For Cross enrollees: Cross-enrollment Permit from the mother school, duly signed by the School Registrar. Admission of cross-enrollee is subject to the approval of the Registrar, in coordination with the concerned Dean.

For Foreign Students (FS): Scholastic records duly authenticated by the Philippine Foreign Service Post located in the student applicant’s foreign country of origin or legal residence; photocopy of data page of the student’s passport showing the date and place of birth, student visa, and birth certificate or its equivalent duly certified by the Philippine Foreign Service Post, located in the student applicant’s country of origin or legal residence, police clearance/report and a notarized affidavit of support including bank statements or notarized notice of grant for institutional scholars to cover expenses for the FS’ accommodation and subsistence, as well as the school dues and other incidental expenses.