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Wilson Macha, Christopher Mackie, and Jessica Magaziner, Knowledge Analysts at WES
This education profile describes recent trends in Philippine education and student mobility
and provides an overview of the structure of the education system in the Philippines. It
replaces an earlier version by Nick Clark.
The Philippines is a unique country. Only slightly larger than the U.S. state of Arizona in
land mass, it is the world’s second-largest archipelago after Indonesia, consisting of
more than 7,000 islands. It is also the world’s 12th most-populous country with just
over 103 million people as of 2016.
Notably, the Philippines is the only pre-dominantly Christian country in
Asia(roughly 80 percent of the population is Roman Catholic). Equally notable, English
is a national language in the Philippines next to Filipino (Tagalog) and spoken by about
two-thirds of the population, although there are still some 170 additional Malayo-
Polynesian languages in use throughout the archipelago.
Both the country’s religious makeup and its anglophony are the result of colonialism.
The Philippines was a Spanish colony for more than three centuries, a fact that shaped
religious belief systems, before the U.S. occupied it in 1898 and ruled the country for
nearly five decades, until independence in 1946. U.S. colonialism had a formative
impact on the development of the modern Philippine education system and
various other aspects of Philippine society. With the imposition of English in sectors like
education, news media, and trade, the Spanish language became marginalized and faded.
In 1987, Spanish was dropped as an official language and is today only spoken by a small
minority of Filipinos.
POLICY RESPONSE
To address these shortcomings, the Philippine government initiated structural
changes in the basic education system and significantly boosted education
expenditures. Crucially, the “Kindergarten Education Act”, passed in 2011, enacted a
mandatory pre-elementary year of Kindergarten education, while the “2013 Basic
Education Act”, extended the elementary and secondary education cycle from 10 to 12
years. The importance of this new 12-year education cycle (K-12), which adds two years
of mandatory senior secondary schooling for every Filipino student, cannot be
understated. Until the reforms, the Philippines was one of only three countries in the
world (the other two being Angola and Djibouti), with a 10-year basic education cycle.
As such, the K-12 reforms are an essential step to improve the global competitiveness of
the Philippines and bring the country up to international standards. Implementation of
the new system is progressing on schedule and the first student cohort will graduate
from the new 12-year system in 2018.
In addition, education spending was increased greatly: between 2005, when it hit its
nadir, and 2014, government spending on basic education, for instance, more than
doubled. Spending per student in the basic education system reached PHP 12,800 (USD
$246) in 2013, a drastic increase over 2005 levels. And education expenditures have
grown even further since: In 2017, for instance, allocations for the Department of
Education were increased by fully 25 percent, making education the largest item on the
national budget. In 2018, allocations for education increased by another 1.7 percent and
currently stand at PHP 533.31 billion (USD $ 10.26 billion), or 24 percent of all
government expenditures (the second largest item on the national budget). The higher
education budget, likewise, was increased by almost 45 percent between 2016 and
2017. It should be noted, however, that some of the spending increases are simply
designed to cover additional costs stemming from the K-12 reforms. To accommodate
the reforms, 86,478 classrooms were constructed, and over 128,000 new teachers hired
in the Philippines between 2010 and 2015 alone.
OUTBOUND MOBILITY
The thriving TNE partnership between the UK and the Philippines will offer Filipino
students access to UK education programs and reflects that there is a growing demand
for international education in the country. Over the past 15+ years, the number of
Filipino students enrolled in degree programs abroad alone almost tripled from 5,087
students in 1999 to 14,696 students in 2016 (UNESCO Institute of Statistics – UIS).
Given the population size of the Philippines, however, this is not an overly high number
when compared, for example, to Vietnam’s 63,703 outbound degree students in 2016.
The outbound mobility rate (number of outbound students among all students) in the
Philippines is low and remains significantly below the outbound mobility rate of
neighboring countries like Malaysia, Vietnam or Indonesia.
That said, the number of outbound degree students has increased consistently over the
years and there is good reason to believe that international student flows from the
Philippines will expand in the future. Population growth and the prospect of increasing
economic prosperity imply that the total number of tertiary students in the country is
set to increase rapidly – the Philippines is expected to be among the world’s top 20
countries in terms of tertiary enrollments by 2035. Filipino students are also well-
suited for international mobility, due to their English language abilities. What is more,
the K-12 reforms will remove barriers to academic mobility: In an international
environment accustomed to 12-year secondary school qualifications, the anachronistic
10-year school system hampered the mobility of Filipino students, both in terms of
formal academic qualifications and academic preparedness. Many foreign institutions,
for instance, considered the Philippine Bachelor’s degree only equivalent to two years of
undergraduate study – a fact that complicated graduate admissions. As we pointed out
in an earlier article on the subject, the K-12 reforms are therefore likely to increase
outbound mobility.
Future mobility from and to the Philippines may also be facilitated by further economic
and political integration in the ASEAN community. The long-term potential for intra-
regional student mobility in this dynamic region of 600 million people is tremendous,
especially since the ASEAN member states are trying to harmonize education systems
and ease international mobility.
DESTINATION COUNTRIES
According to the latest available UIS data, Australia is presently the most popular
destination country of Filipino students enrolled in degree programs abroad, hosting
4,432 Filipino students (2015). The U.S. was the second most popular destination with
just over 3,000 degree students. New Zealand, the U.K. and Saudi Arabia rounded out the
top five with 1,105, 698 and 693 Filipino students, respectively. Italy hosted 561 Filipino
students and Japan hosted 488. The remaining three countries of the top ten, the United
Arab Emirates, Korea and Canada, all had Filipino students numbering in the mid to low
400s.
Four of the top five destinations are English-speaking countries, demonstrating the
interest of Filipino students in English-language destinations, with the popularity of
Australia and New Zealand likely owed to their geographic proximity. There have been
some shifts in destinations, however. While Australia has now overtaken the U.S., which
used to be top destination until recently, Saudi Arabia and the United Arab Emirates
have emerged as new study destinations among the top ten. The latter trend coincides
with strong increases in labor migration to these two countries, both of which have been
the main destinations of Filipino overseas workers for years. There are also a relatively
large number of international Philippine schools in Saudi Arabia, catering to the children
of these migrant workers. It is well possible that some of these children continue their
post-secondary education in Saudi Arabia.
When comparing international student statistics, it is important to note that these
statistics can show substantially deviating numbers, due to factors like different
methods of data capture or different definitions of ‘international student’ (degree
students versus students enrolled in language programs) etc. The Canadian government,
for instance, reports vastly different international student numbers than the UIS.
According to these statistics, the number of Filipino international students in Canada
has increased by 275 percent between 2006 and 2015, from 817 students to 3,065
students, making the Philippines the 20th largest source country of international
students in Canada in 2015. The Canadian government seeks to further boost the inflow
of Filipino students, and in 2017 launched a so-called “Study Direct Stream Program” in
partnership with CHED. The program will streamline and shorten visa processing times,
and ease the financial documentation requirements for Filipino students.
In the U.S., by contrast, the Philippines is presently neither a major sending country nor
a dynamic growth market. Enrollments of Filipino students have remained largely
stagnant and slightly decreased over the past 15+ years. According to the Institute of
International Education’s (IIE) Open Doorsdata, there were 3,130 Filipino students in
the U.S. in 2000/01, 3,758 students in 2005/06 and 3,006 students in 2016/17. The
current number reflects an increase of 4.6 percent over 2015/16, but given the
fluctuations in previous years, it remains to be seen if this can be taken as a sign of a
lasting upswing. As of now, the long-standing popularity of the U.S. as an immigration
destination for Filipinos is not matched by corresponding international student flows.
The Filipino students that are in the U.S. are predominantly enrolled at the
undergraduate level (54 percent), while 30 percent studied in graduate programs and
16 percent were registered in non-degree programs and OPT.
ELEMENTARY EDUCATION
Elementary education in the Philippines consists of six years of schooling, covering
grades 1 to 6 (ages 6 to 12). Before the adoption of the K-12 reforms, elementary
education was the only compulsory part of the basic education cycle. With the reforms,
however, compulsory education has been extended and is now mandatory for all years
of schooling, inclusive of grade 12.
The elementary school curriculum was recently revised and includes standard subjects
like Filipino, English, mathematics, science, social science, Philippine history and culture,
physical education and arts. One notable and important change, however, is that
minority languages (“mother tongues”) are now being used as the language of
instruction in the first years of elementary education in areas where these languages are
the lingua franca. There are currently 19 recognized minority languages in use. English
and Filipino are introduced as languages of instruction from grades 4 to 6, in
preparation for their exclusive use in junior and senior secondary high school.
SECONDARY EDUCATION
Pre-reform: Prior to the 2016/17 school year, when the first cohort entered grade 11 of
the new senior secondary cycle, basic education ended after four years of secondary
education (grades 7 to 10). Although freely available in public schools to all interested
students, these four final years of basic education were not compulsory. Graduating
students were awarded a Certificate of Graduation at the end of grade 10, and would
progress either to higher education, TVET, or employment.
Post-reform: With the enactment of the K-12 reforms, secondary education was
extended from four to six years and divided into two levels: four years of Junior High
School (JHS) and two years of Senior High School (SHS), giving the basic education cycle
a structure of K+6+4+2. All six years of secondary education are compulsory and free
of charge at public schools. Since the construction of public senior high schools and
classrooms still lags behind the need created by the K-12 reforms, however, a
new voucher system was put in place to subsidize SHS study at private schools. That
said, the voucher amount is capped and does not fully cover tuition at most private
schools, keeping this option out of reach for socially highly disadvantaged families.
PRIVATE SCHOOLS
The size of the private sector in the Philippine school system is considerable. The
government already decades before the K-12 reforms started to promote public-private
partnerships in education. In these partnerships, the government sponsors study at low-
cost private schools with tuition waivers and subsidies for teacher salaries in an attempt
to “decongest” the overburdened public system. The Philippine “Educational Service
Contracting” program (ESC) is, in fact, one of the largest such systems in the world. It
provides the state with a way to provide education at a lower cost than in public schools,
with parents picking up the rest of the tab – a fact that has caused critics to charge that
the government is neglecting its obligation to provide free universal basic education.
Private high schools in the Philippines teach the national curriculum, must be officially
approved and abide by regulations set forth by the Department of Education. In 2014,
18 percent of secondary students, or 1.3 million students, were enrolled in private
schools. Fully 5,130 out of 12,878 secondary schools in the Philippines in 2012/13
(about 40 percent) were privately owned. The number of ESC tuition grantees increased
by 40 percentbetween 1996 and 2012 and accounted for almost 60 percent of all
private high school students in 2014, reflecting that publicly subsidized private
education is a growing trend with increasing numbers of low-cost private schools now
entering the Philippine market in the wake of the K-12 reforms.
JUNIOR HIGH SCHOOL (JHS)
JHS comprises grades 7 to 10 (ages 12 to 16). Students who complete elementary
education at grade 6 automatically progress to JHS – there are no separate entry
requirements at both the junior and senior secondary levels, although private schools
may require passing of an entrance examination. The JHS core curriculum includes the
same subjects as the elementary curriculum, with English and Filipino being used as the
language of instruction, depending on the subject.
Pupils are assessed based on written assignments, performance tasks and quarterly
assessments (based on tests and/or performance tasks). The minimum passing grade
for both single subjects and the cumulative year-end average required for promotion is
the grade of 75 (out of 100). Students with lower grades must take remedial classes and
improve their grades in order to progress to the next grade. There are no final
graduation examinations at both the junior and senior secondary levels.
Pupils interested in pursuing TVET may simultaneously start to explore Technology and
Livelihood Education (TLE) subjects in grades 7 and 8, and have the option to start
studying these subjects more extensively in grades 9 and 10. Those that complete a
sufficient number of hours in TLE subjects and pass TESDA assessments may be
awarded a TESDA Certificate of Competency or a National Certificate (see TVET section
below).
SENIOR HIGH SCHOOL (SHS)
SHS consists of two years of specialized upper secondary education (grades 11 and 12,
ages 16 to 18). Students are streamed into academic specialization tracks with distinct
curricula. Before enrolling, students choose a specialization track, being restricted in
their choice only by the availability of that specialization at the school they plan to
attend. The four tracks are:
Academic Track
Technical-Vocational-Livelihood (TVL) Track
Sports Track
Arts and Design Track
Students in all tracks study a core curriculum of 15 required subjects from seven
learning areas, which include: languages, literature, communication, mathematics,
philosophy, natural sciences, and social sciences. The grading scale and methods of
assessment used in SHS are the same as in JHS, but with a stronger emphasis on
performance tasks. Upon completion of grade 12, students are awarded a high school
diploma.
The Academic Track is designed to prepare students for tertiary education. It is further
divided into four strands: general academic; accountancy, business and management
(ABM); humanities and social sciences (HUMSS); and science, technology, engineering
and mathematics (STEM).
The TVL Track is intended for students looking to enter the labor force or pursue
further TVET after graduation. It is also divided into four strands: home economics;
agriculture/fishery; industrial arts; and information and communications technology
(ICT). Graduates that pass the relevant TESDA assessment tests are simultaneously
eligible for the award of a TESDA National Certificate I or II (see TVET section below).
The Sports and Arts and Design Tracks are intended to impart “middle-level technical
skills” for careers in sports-related fields and creative industries. Enrollments in these
two tracks will be comparatively small, however. While the Department of
Education expectedan estimated 609,000 students to enroll in the academic track, and
another 596,000 students to enroll in the TVL track in 2016, only 20,000 students were
anticipated to opt for the sports or arts and design tracks.
Overall, it is expected that the new overhauled K-12 curriculum will lead to greatly
improved educational outcomes, since it helps “decongest” the highly condensed prior
10-year curriculum. Filipino educators have blamed the old compressed curriculum, at
least in part, for the high dropout rates and lack-luster test scores in recent years, since
it did not afford students the time necessary to absorb and learn all the material
presented to them.
STRUCTURE
The PQF specifies five levels of TVET qualifications. The National Certificate (NC) I and
NC II are placed at the secondary level and are designed to impart practical skills in a
“limited range of highly familiar and predictable contexts”. These certificates can be
earned by secondary school students at the end of grade 10 or grade 12.
The NC III, NC IV and Diploma are post-secondary qualifications at levels 3 to 5 of the
PQF. Programs leading to these types of qualifications generally require prior NCs or a
high school diploma for admission and involve training at progressive levels of
complexity with a greater theoretical focus, designed to train skilled workers in more
supervisory functions. NC programs are usually more applied in nature, whereas
diploma programs tend to be more theoretically oriented and often offered at
universities.
At the NC level, TVET is competency-based, which means that programs are typically not
studied or quantified in a concrete number of semesters or years of study. Instead,
training programs are often modularized and self-paced – a fact that allows students
who are already employed to pursue TVET without having to adhere to a strict schedule
of classes. To earn a qualification, students must acquire a set number of “units of
competency”, formally certified in Certificates of Competency (COCs). COCs may be
awarded upon completion of a set number of hours of instruction, or demonstrated
mastery of certain practical competencies. Assessment may involve oral exams, written
tests, employer assessment, portfolio or work projects.
It is important to note that NCs and COCs are only valid for a period of five years. After
five years, holders of these qualifications must apply for the renewal of their
certification and re-registration in a TESDA-maintained Registry of Certified Workers. If
TESDA has established new competency standards since the original qualification was
issued, applicants must undergo another competency assessment based on the new
competency standards.
TVET INSTITUTIONS AND MODES OF DELIVERY
There are three main modes of TVET delivery in the Philippines: institution-based (at
schools and centers), enterprise-based (at companies), and community-based (at local
government and community organizations).
QUALITY ASSURANCE
TESDA provides quality control for TVET programs through its “Unified TVET Program
Registration and Accreditation System “(UTPRAS). All TVET programs offered at public
and private institutions must be taught in accordance with TESDA’s training regulations
and be officially registered via UTPRAS. In addition, TVET providers can improve their
reputation by seeking accreditation from accrediting bodies like the Asia Pacific
Accreditation and Certification Commission, but this is a voluntary process and not
required for offering TVET programs in the Philippines.
Tertiary Education
TYPES OF HEIS
There are three types of public tertiary education institutions in the Philippines as
classified by CHED:
State universities and colleges or SUCs are defined as public institutions “with
independent governing boards and individual charters established by and financed and
maintained by the national government“. In order to be classified as a university (as
opposed to a college), institutions need to offer graduate programs in addition to a
minimum number of bachelor programs in a range of disciplines. There are presently
112 SUCs in the Philippines.
Local colleges and universities are public institutions established and funded by local
government units. There are presently 107 local universities and colleges.
Other government schools form a category that comprises specialized HEIs that
provide training related to public services, such as the Philippine National Police
Academy or the Philippine Military Academy, for example. There are presently 14 of
these institutions.
PRIVATE HEIS
The vast majority – 88 percent – of HEIs in the Philippines, however, are privately
owned. There were 1,710 private HEIs in operation in the 2016/17 academic year,
which include both religiously affiliated institutions (mostly Catholic schools) and non-
sectarian institutions. Most of these institutions offer the same type of tertiary education
programs as public institutions and are overseen by CHED. A “Manual of Regulations for
Private Higher Education” details specific guidelines for private providers.
Many private HEIs in the Philippines are “demand-absorbing” institutions that fill a gap
in supply created by the massification of education in the Philippines. Amidst limited
capacities and low funding levels in the Philippine higher education system, these
institutions offer those students who cannot get admitted into competitive public
institutions access to tertiary education. It should be noted, however, that with the
exception of top Catholic universities like Ateneo de Manila University, De La Salle
University or the University of Santo Tomas, a majority of these institutions are smaller
for-profit providers that enroll fewer than 1,000 students. The quality of education at
many of these profit-driven institutions tends to be below the standards of prestigious
public HEIs.
Enrollment levels at public institutions therefore remain substantial, considering the
large number of private HEIs. While the share of private sector enrollments in the
Philippines is high by international standards, 45.8 percent of the country’s 3.5
million tertiary students were enrolled in public institutions in the 2016/17 academic
year. Just over 39 percent of students studied at state universities and colleges, 6.2
percent at local universities and colleges, and a small minority of 0.17 percent at other
government schools. The largest university in the Philippines is presently the public
Polytechnic University of the Philippines, which maintains branch campuses throughout
the country.
QUALITY ASSURANCE AND ACCREDITATION
The Philippine Commission on Higher Education (CHED) has far-reaching authority over
HEIs, including private institutions. It can authorize the establishment or closure of
private HEIs, as well as determine their tuition fees and degree programs. Private HEIs
are required to seek permission for their degree programs and to graduate students
from these programs. Private institutions that have received this permission are
authorized to display a “Special Order Number” (SON) on their academic records. The
SON pertains to a specific credential awarded on a certain date and needs to be
requested on a continual basis for batches of graduates.
However, CHED can exempt HEIs from the requirement to request SONs by declaring
them “autonomous” or “deregulated” institutions – a designation that is granted for
five-year periods and reserved for reputable high quality institutions. Autonomous
institutions have the freedom to establish new degree programs and design their own
curricula, whereas deregulated institutions still need to request permission for new
degree programs, but are exempt from the special order requirements. CHED publishes
lists of autonomous and deregulated universities on its website.
There is also a separate and voluntary accreditation process in the Philippines that
allows HEIs to apply for accreditation of their programs by private accrediting bodies,
such as the “Philippines Accrediting Association of Schools, Colleges and Universities” or
the “Philippines Association of Colleges and Universities Commission on Accreditation”.
Accreditation is mostly program-based and encouraged by CHED. The Commission
incentivizes HEIs to seek accreditation by granting institutions with accredited
programs a number of self-regulatory powers, such as financial and administrative
autonomy, up to freedom to independently establish new graduate programs. There
are four levels of accreditation as set forth by CHED:
Level I: Programs have undergone initial review and are accredited for three years.
Level II: Programs have been re-accredited for three to five years, depending on the
assessment of the accreting body. This exempts institutions from applying for the SON,
and allows them to redesign the curricula (within limits) and use the word “accredited”
on publications.
Level III: Programs have been re-accredited and fulfill a number of additional criteria,
such as a strong research focus and high pass rates of graduates in licensing exams. This
level gives HEIs the right to independently establish new programs associated with
already existing level III programs.
Level IV: Programs are considered to be of outstanding quality and prestige, as
demonstrated by criteria like publications in research journals and international
reputation. HEIs have full autonomy in running their accredited level IV programs and
have the right to establish new graduate programs associated with existing level IV
programs.
Given that accreditation is not a mandatory requirement, however, only a minority of
HEI’s in the Philippines presently seek accreditation of their programs. In the 2016/17
academic year, there were 671 higher education institutions with accredited programs
in the Philippines (about 28 percent of all institutions). CHED provides an easy-to-
navigate directory of all the recognized higher education programs in the Philippines,
organized by institution and region.
Bachelor’s Degree
Bachelor’s degree programs in standard academic disciplines are four years in length (a
minimum of 124 credits, but most typically between 144-180 credits). The credentials
awarded most frequently are the Bachelor of Science and the Bachelor of Arts.
Bachelor’s programs in professional disciplines like engineering or architecture, on the
other hand, are typically five years in length and have higher credit requirements.
Programs include a sizeable general education core curriculum in addition to specialized
subjects. Until recently, general education courses were typically completed in the first
half of the program, while major-specific courses were mostly taken in higher
semesters. The K-12 reforms, however, will lead to changes in curricula and likely
reduce the general education component in bachelor’s programs.
Master’s Degree
Master’s programs require a bachelor’s degree for admission. Programs are typically
two years in length (a minimum of 30 credits, but credit requirements vary from
institution to institution). Depending on the discipline, master’s programs may include a
thesis or be offered as non-thesis programs, with non-thesis programs usually requiring
a higher number of credits and passing of a comprehensive examination.
Doctoral Degree
The doctoral degree is the highest degree in the Philippine education system. Doctoral
programs require a master’s degree for admission and typically involve coursework and
a dissertation, although some pure research programs without coursework also exist.
The most commonly awarded credential is the Doctor of Philosophy. In addition, there
are professional doctorates, such the Doctor Technology or the Doctor of Education.
Most programs have a minimum length of three years, but students often take much
longer to complete the program.
Professional Education
Professional degree programs in disciplines like medicine, dentistry, veterinary
medicine or law are either post-graduate programs that require a bachelor’s degree for
admission or long six-year first degree programs that involve two years of foundation
studies after high school. While there are some variations in the programs offered, the
general structure is as follows.
Law programs require a bachelor’s degree for admission, are usually four years in
length, and conclude with the award of the Juris Doctor. Medical programs lead to the
award of the Doctor of Medicine and require four years of study after the bachelor’s
degree, including two years of clinical study. Graduate medical education in medical
specialties involves a further three to six years of residency training after licensure.
Programs in dental and veterinary medicine, on the other hand, usually do not require a
bachelor’s degree for admission. Instead, students are required to complete a two-year
preliminary foundation program with a sizeable general education component before
commencing professional studies. Students graduate with the Doctor of Dental Medicine
Doctor of Veterinary Medicine after a total of six years of study.
Grading Scales
There is no standard grading scale at the tertiary level that all institutions follow. It is
more common for HEIs to use their own unique grading scales and include a legend or
description of the scale on their academic transcripts. However, there are a few scales
which are more common than others. The most common one is the 1-5 scale, with 1
being the highest grade. Also commonly used is a 0-100 scale with a minimum passing
grade of 75.
CREDIT SYSTEM
The credit system, on the other hand, is fairly standardized. One credit unit usually
represents at least 16 semester-hours of classroom instruction and most classes require
three hours of in-class study per week. In a typical three-credit course, students, thus,
attend classes for 48 hours per semester. In non-lecture based classes, such as labs or
other practical courses, one credit is usually equivalent to 32 semester hours.
WES Documentation Requirements
Secondary Education
Graduation Certificate/Diploma – submitted by the applicant
Academic Transcript – sent directly by the institution attended
Higher Education
Academic Transcript – sent directly by the institution (if study for one degree was completed at
multiple institutions, the last institution attended sends a consolidated transcript)
For completed doctoral degrees – a written statement confirming the award of the degree sent
directly by the institution
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RELATED POSTS
Philippines K-12 Reforms Poised to Transform Higher Education System
STUDENT MOBILITY
COUNTRY PROFILES
First published in 1987, World Education News & Reviews (WENR) is an authoritative news
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foreign academic credentials, WENR keeps readers abreast of education developments around
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