This study intended to assess the factor affecting the decline of enrolment of Rizal Memorial Colleges: basis for a three-year development framework during academic year 2008-2009.The descriptive- normative study method utilized the teacher-formulated but validated research instrument in collecting the needed data for this is a fact- finding process. Moreover, various statistical tools were used in the treatment of the data in order to elicit valid and accurate answers to the establish major as well its corollary sub-problems. Likewise, the refined data were used in testing the research null hypotheses which level of confidence was set at .05 alpha in determining the significance of the difference. A total of three hundred fifty-four (354) third and fourth yearmlevel college student and sixty (60) faculty members from the tertiary level were the respondents of the study.From the data-based, following findings prevailed from this study, as follows: 1. The college student perceived and ranked the factors that affect the decline of enrolment of Rizal Memorial College as follows: 1.1 Student Factor earned a weighted mean of 3.05 or 61.00 percent equal to a descriptive rating of “Prevalent” ranked one and five tenths; 1.2 Teacher Factor attained a weighted mean of 2.99 or 59.80 percent equivalent to a descriptive rating of “Prevalent” ranked fifth; 1.3 Curriculum Factor garnered a weighted mean of 3.03 or  60.60 percent equal to  a qualitative rating of “Prevalent” ranked third; 1.4 School- Environment Factor  obtained a weighted mean of 3.05 or 61.00 equal to a descriptive rating “Prevalent” ranked one and five tenths;  1.5 Management System Factor got a weighted mean of3.01 or 60.20 percent equivalent to a descriptive rating of “Prevalent” Ranked fifth. It may be gleaned further from the table that the over-all  Perceptions of the college student earned a total average weighted Mean of 3.03  or 60.60 percent equal to a qualitative rating of  “Prevalent” level. 2. The instructors perceived and ranked the factors that affect. The declined of enrolment of Rizal Memorial Colleges as follows: 2.1 Student  Factor earned a weighted mean of 3.25 or 65.00 Percent equal to a descriptive rating of “Prevalent” ranked first; 2.2 Teacher Factor attained a weighted mean of 3.21 or 64.20 percent equivalent to a descriptive rating of “Prevalent” ranked Second; 2.3 Curriculum Factor garnered a weighted mean of 3.07 or 61.40 percent equal to a qualitative rating of “prevalent”ranked third; 2.4 School-Environment Factor obtained a weighted mean of 2.95 or 59.00 equal to descriptive rating “Prevalent” ranked fourth; 2.5 Management System Factor got a weighted mean of  2.92 or 58.40 percent equivalent to a descriptive rating of :Prevalent” ranked fifth. It may be gleaned further from the table that the over-all summarized perceptions of instructors on the factors that affect the decline of enrolment gained a total average weighted mean of 3.08 or 61.60 percent equal to a descriptive rating of "Prevalent" quality. 3. There existed a mean difference between the perceptions of  the college students and instructors on the factors that affect the decline of enrolment of Rizal Memorial Colleges as follows: 3.1 Student Factor. A mean difference of .2 existed between the perceptions of the college students and instructors. However, the difference is insignificant because the t-test formula registered a computed t-value of .011793 which is lesser than the critical value of 1.960 at .05 alpha with 418 degrees of freedom. Therefore, null hypothesis 1.1-1 tested for the purpose is not rejected. 3.2 Teacher Factor. A mean difference of .22 existed between the perceptions of the college students and instructors. However, the difference is insignificant because the t-test formula registered a computed t-value of .013206 which is less than the critical value of 1.960 at .05 alpha with 418 degrees of freedom. Therefore, null hypothesis 1.1-2 tested for the purpose is not rejected. 3.3 Curriculum Factor. A mean difference of .04 existed between the perceptions of the college students and instructors However, the difference is insignificant because the t-test formula registered a computed t-value of .002376 which is lesser than the critical value of 1.960 at .05 alpha with 418 degrees of freedom.  Therefore, null hypothesis 1.1-3 tested for the purpose is not rejected. 3.4 School Environment Factor. A mean difference of .1 existed between the perceptions of the college students and  instructors. However, the difference is insignificant because the t-test formula registered a computed t-value of .005899 which is lesser than the critical value of 1.960 at .05 alpha with 418 degrees of freedom. Therefore, null hypothesis 1.1-4 tested for the purpose is not rejected.3.5 Management System Factor. A mean difference of .11 existed between the perceptions college students and instructors. However, the difference is insignificant because the t-test formula registered a computed t-value of .006591 which is lesser than the critical value of 1.960 at .05 alpha with 418 degrees of freedom. Therefore, null hypothesis 1.1-5 tested for the purpose is not rejected. 4. There existed a mean difference of .05 existed between the summarized perceptions of the college students and instructors on the decline of enrolment of Rizal Memorial Colleges. However, the difference is insignificant because the t-test formula registered a computed t-value of .002975 which is lesser than the critical value of 1.960 at .05 alpha with 418 degrees of freedom. Therefore, null  hypothesis 1.1-5 tested for the purpose is not rejected. In the light of the findings revealed, the following conclusions were drawn: 1. The college students perceived all the factors that affect the decline of enrolment as "Prevalent" and ranked accordingly as follows: one and five tenths: student factor and school-environment factor; third: curriculum factor; fourth school-environment factor; and fifth: teacher factor. With these findings, the researcher believed that there is a need to look into all these factors so as to make all these as "Not Prevalent". 2. The instructors perceived and ranked the factors that affect the decline of enrolment as "Prevalent" and ranked accordingly: first: student factor; second: teacher factor; third: curriculum factor; fourth: school-environment factor; and fifth: management system factor. It is therefore essential that all these factors be considered and be looked into so as to make all these as "Not Prevalent" factors. 3. That there existed "Insignificant" differences between the perceptions of the college students and the instructors on the five (5) factors that affect the decline of enrolment of Rizal Memorial Colleges because the computed values are lesser than the critical value at a certain level of confidence with a number of degrees of freedom. The findings signify that the perceptions and insights of both the two groups of respondents are identical in some level and degree.

4. That the "Insignificant" difference between the summarized perceptions of the college students and the instructors on the five (5) factors that affect the decline of enrolment of Rizal Memorial Colleges signify that both the two groups of respondents do not vary in their opinions in some level and degree. The null hypothesis tested for the purpose is not rejected therefore accepted. 5. A school development framework is therefore proposed to improve the status of Rizal Memorial Colleges in terms of student development, teacher development, curriculum development, school-environment development and m effective management so as to achieve the professed Vision, Mission and Goal. In view of the findings revealed and the conclusions deduced, the following recommendations were offered: 1. The administration should undertake an aggressive marketing and image-building program to reverse the "poor quality perception" of the school. This would mean that the school will have to undertake a massive makeover on the following areas: Improving the curriculum of the course and programs being offered; Improving the "package" of services provided to students; Providing support to a more articulated faculty development program; and Improving the school facilities and physical plant.  2. To provide a check and balance in the operations, the policy-making functions should be separate and distinct from implementation functions. Thus, as much as possible, there is a need to separate its functions.3. Need to have a program to market and communicate    the school to the general public. 4. Accreditation process should be given a priority as this will help in marketing the school to  the general public. 5. Incremental and competitive pricing can only be possible if there will be an improvement of the “study package” that the school can offer to the students. This means having better facilities, an enriched curriculum, well trained and informed faculty. 6. There is a need to establish a more pronounced career Guidance program for graduating high school. 7.Efforts should be given on establishing linkages as a strategy- considering some limitation in resources. This may come in a form of faculty and student exchange. 8.There is a need to study and review the Rank and Promotion System described in the Manual- so that it can respond to the: psychic needs” of the faculty. 9.There is a need for the establishment of an articulated Faculty Development Program as it will outline the policies involved in Improving the capabilities of the faculty in terms of instruction and research.10. There is a need to convene a Curriculum Development Committee that will be composed of the Registrar and Academic Administrator to study and initiate plan of action for the offering of short-term TESDA courses and offering of new baccalaureate degree courses which are relevant with the needs of the  of the community. 11. Linkages can be explored with RMC alumni who are working abroad, especially those in the academe. They can help out in getting books and instruction materials for free. 12. A three- Year School Development Framework is therefore essential to achieve the school’s development framework/plan and program. For future research, the following may be recommended: 12.1 The Management System of the School Administrators: Their implications For Effective School Development; 12.2 The Problems Encountered by the Private Schools in the Attainment of their Plans and Programs; 12.3 The Development of Private Schools Through Accreditation.