Abstract - This study was conducted for the purpose of describing the local universities and colleges (LUCs) according to level of accreditation of Teacher Education Program and government recognition, performance in the Licensure Examination for Teachers, and rank per category in Higher Education Institution performance. Moreover, the study aimed to describe the LUCs according to key result areas such as governance, management, quality of teaching and learning, quality of professional exposure, research and creative work, support for students, and relations with the community. Finally, the study sought to identify the strengths and weaknesses of these LUCs, the opportunities and threats perceive, how strengths and opportunities are maximized and to what extent they are maximized and how weaknesses and threats are resolved and to what extent they are resolved. The results of this study may be significant future and potential municipalities/cities that would like to subsidize education and offer the same programs to for their constituents, local government officials as this subsequently, provides information on the rudiments of leading and managing a locally funded university, university administrators since this gives direction on where the organization is leading to, faculty members to improve their craft and utilize the most up-to-date teaching styles and techniques and methodologies in order to increase the capability of their educational institutions in achieving higher ranks and accreditation levels, and to future researchers who would like to look into other variables that may facilitate planning for Center of Development and improve their research capabilities. Descriptive evaluative method of research through qualitative and quantitative approaches provide information useful for decisions, and assessment of policies, programs or institutional frameworks. The researcher took all the LUCs with Teacher Education Program in NCR as the research environment. Based on the findings from this study, the researcher concluded that accreditation level of LUCs in Teacher Education Program differ. LUCs vary regarding Government Recognition. These HEIs also differ with regard to the result in the Licensure Examination for Teachers in the last five years. LUCs strive to provide quality education specifically when it comes to their Teacher Education Programs since 5 out of 11 have maintained their ranks per category in the HEI performance. LUCs, although they vary in different key result areas such as governance, management, quality of learning and teaching, quality of professional exposure, research and creative work and support for students are able to practice the indicators from each key result area on a moderate to very often extent. The researcher encourages university administrators to lead and manage the LUCs to keep themselves in check with standards and efficiently and effectively manage the LUC. Finally, the necessary to future researchers to conduct further studies on how LUCs have improved in terms of accreditation level in their Teacher Education programs, ranking in the HEI performance, and their performance in the Licensure Examination for Teachers, conduct an exhaustive study on how the LUCs have progressed with regard to their governance, management, quality in teaching and learning, quality of professional exposure, research and creative work, and support for students.

assessment

quality standard

teacher education