► The Philippines
1. Introduction
Philippine higher education is a unique system characterized by a big number of private higher
education institutions and an unusual large college population. At present there are over 1,427
higher education institutions enrolling about two (2) million students in more than 8000
academic programs.
The Commission on Higher Education (CHED), a separate and independent body from the
Department of Education was mandated by law to oversee the higher education system in the
country. It is tasked to set and enforce minimum standards for academic programs; supervise
both private and public institutions; direct research activities; rationalize higher education
programs and develop centers of excellence. It has direct supervisory authority over private
and public colleges and universities that offer higher education degrees.
Higher education institutions (HEIs) can be categorized into public and private. Out of the 1, 427
higher education institutions, there are 1,258 private schools while 169 are public schools. State
universities and colleges (SUCs) are created by acts of national legislature and supported by
annual government appropriations. They operate as autonomous institutions in terms of
developing their academic programs and conferring degrees with little or no attention
to minimum educational standards prescribed by CHED. The Chairman of the Commission is
the chairman of the board as introduced in Republic Act 8292 or the Higher Education
Modernization Act. Furthermore, CHED is responsible for approving annual budget of state
universities and colleges to the congress.
Private higher education institutions in the country are broadly categorized into private sectarian
and non-sectarian. Private sectarian institutions refer to those operated by various
congregations while non-sectarian schools are those, which are owned by private corporations.
For private schools, CHED approves request for academic programs, tuition fees, faculty
qualifications and student services. Almost exclusively, tuition fees and donations fund all
private schools.
The CHED charts the direction of Philippine tertiary education though significant reforms, proper
resource allocation and international linkages. There has been a considerable activity
undertaken by CHED to enhance cooperation and exchange of students and staff. These
activities are under the APEC Mutual Recognition and Mobility Program, ASEAN University
Network, UNESCO, BIMP-EAGA and the ASEM Duo Fellowship Programs.
2. Key Players in the Assessment of Academic Qualifications.
There are two main players in the assessment of overseas qualifications for either academic
mobility programs or for purposes of examinations in the country.
2.1 The Commission on Higher Education. The authority to conduct educational programs is
applied for and granted by the Commission on Higher Education through the recognition of
educational programs and operation of the HEI. The grant of authority to operate consists of two
parts (a) Permit Phase and the (b) Recognition Phase. Permit refers to a document issued by
CHED to a higher educational institution, authorizing it to offer tertiary education programs or
courses of study on a temporary basis. Recognition refers to authorization granted or status
conferred by the Commission on Higher Education or any of its Regional offices to a
program or course of study such that the same becomes a continuing authorization to operate
said programs until revoked or withdrawn. The process is CHED’s primary means of ensuing
that new and on-going degree programs meets its minimum requirements and standards.
The Commission on Higher Education has the authority to provide (1) recognition of a foreign
certificate, diploma or degree and (2) recognition that the holder thereof has received the
academic training required to practice a profession. CHED looks closely at the evidences
completely submitted and ascertains that the applicant has satisfactorily observed the
requirements as stipulated in various CHED Orders, Policies, standards and guidelines.
The academic degree units of all colleges and universities are weighed according to a system of
instructional units based on class hours comparable with the credit system of the United States.
One unit of instruction equals one hour of lecture and recitation or three hours of laboratory
work. The standard load for full-time students is generally 18 to 24 units per semester.
However for student’s request of overload units, CHED regional offices still need to approve
such request.
2.2 Higher Education Institutions. The right of an educational institution to carry on the
education activity arises from the moment it gets its permit to operate the educational program.
Generally, higher education institutions enjoy academic freedom. They have the freedom to
admit students, to determine who may teach, what may be taught and how it shall be taught.
However, they abide by the following policies and guidelines by the CHED.
Minimum unit requirements for specific academic programs;
General education distribution requirements;
Specific professional subjects as stipulated by CHED and the Professional Regulations
Commission (PRC).
Most Private schools require CHED assessment of overseas credits. There are however state
universities, colleges and private autonomous and deregulated institutions who have been given
more flexibility in handling their assessment and academic programs.
3. Purposes for which Academic Credentials are evaluated
It is the policy of the state to adopt measures to broaden access to education. A problem related
to this is the uneven quality of basic education. Therefore, local high school seniors take the
National Secondary Achievement Test (NSAT) to ascertain academic readiness for admission
to college. At this time, NSAT is already integrated in the Secondary School Leaving Test
(SSLT). However, the Colleges or universities may or may not use it as a basis for student
admission.
Assessment of overseas educational qualifications is required for the following reasons:
For the recognition of courses or units earned abroad for entry into higher education institutions.
A student who seeks admission to Philippine HEI needs recognition of his/her courses or units
earned abroad. In this case, there are two levels of recognition done here. First, the
Commission determines whether the learning institution is recognized and or accredited by the
Ministry of Education or similar organization from where the degree was obtained. Second, the
CHED determines the comparability of subjects and the number of credits equivalent to existing
policies, standards and guidelines of the Commission.
For Licensure Examination. A higher education graduate from overseas asks for assessment of
his/her academic credentials in order to take professional board examination and practice his
/her profession. In this case, the applicant will need certification of equivalency of the degree
earned abroad from the Commission on Higher Education. The Professional Regulation
Commission (PRC), an agency responsible for giving professional board examination requires
CHED’s endorsement or attestation on the degree obtained overseas. An applicant submits to
PRC CHED’s attestation (certificate) including other required documents to allow overseas
graduate to take professional examination.
Currently, a trend of deregulation is being introduced by the CHED. Around fifty-four (54)
performing and accredited private universities and colleges are given autonomous and
deregulated status. They now enjoy more freedom than they ever had previously. The fifty-four
(54) designated private autonomous universities and colleges by CHED in 2002 are empowered
to be flexible in the design of their curriculum and in the assessment of educational
qualifications, including foreign students. The nationwide implementation of higher education
academic reforms, an increase in the number of deregulated institutions offers greater
opportunity (Appendix 1-List of CHED Deregulated and Autonomous universities)
4. List of Approved Institutions of Higher Learning Used in the Philippines
The Commission maintains list of accredited and recognized higher education institutions all
over the world. Ministries or Departments of Education overseas normally provide the lists. As
typically done, the CHED consults embassies and the Ministries of Education as regards
recognition and accreditation of foreign higher education institutions.
Students coming from universities and colleges found in the list of accredited and recognized
institutions are not automatically granted entry to higher education institutions. They need to
meet other requirements as specified for a particular course or profession.
In most cases, students from other countries who finished secondary education overseas are
eligible for entry to bachelor’s degree in the country. In some universities, they require passing
their admission test, English proficiency examination and psychology test. There are additional
requirements such as passing the interview and submission of recommendation letters from the
school where the senior year in high school was obtained.
5. Key factors on Admission of Overseas Students/Graduates
Admission to a bachelor’s degree usually is predicated on the passage of examinations
designed or adopted by a universities and colleges. However, there are other factors employed
to determine appropriateness of degrees obtained by overseas students for full acceptance to
our universities and other organizations.
5.1. Length of Study and Comparability of the Secondary Curriculum - Higher Education
institutions generally accept students who finished ten, eleven or 12 years of basic education.
Considering that the number of years in secondary schools varies from country to country, high
school leavers are assessed according to the subjects obtained in secondary school. Normally
a student who finished ten years of extensive basic education is admitted for entry to college.
There are students from private schools who finished eleven years of basic education and get
admission to first Year College. There are those who finished twelve years of basic education
and are given eligibility for second Year College. A demonstrated high aptitude for study and
completion of advanced units in college are major consideration in admission to study in the
Philippines.
5.2. Standard Admission Eligibility Credentials. When it comes to student’s admission to
higher education, HEIs require a wide variety of application and assessment procedures.
Nevertheless, many institutions determine their entry-level requirements based on sound
internal admission policies the following requirements:
Acceptability of prior education and institution where the basic education was obtained
(done in consultation with CHED). A certified copy of the high school transcript (Form
137-a) is evaluated for local students.
Acceptable scores in the College Admission Test. Passage on the entrance test
provided by the testing center. For Medicine and Dentistry a private testing center gives
standard admission test. This is the Center for Educational Measurement (CEM).
Authenticated Birth Certificate.
Letter of Reference/ Recommendation.
English Proficiency as indicated in the Test of English as a Foreign Language
(TOEFL)/GCE.
Certificate of Good Moral Character/Personal History Statement signed by Principal or
Guidance Counselor.
The registrar of a higher education institution assesses credentials of overseas students. The
identity of the person requesting assessment is also closely studied through validation and
interview. Admission for first-degree applicants is stricter than those applying for “second
degree”. Holders of first degree are expected to have earned a passing grade, normally 2.0
Grade Point Average (GPA) of approximately 80 %.
It should be noted that in the Philippines, foreign students are given limited slots in every HEI. It
should not exceed ten (10) percent of the total enrolment in the institution. When more foreign
students apply for a particular course, ranking of applicants is done. The results of entrance test
and availability of slot in the choice course by the student are additional factors considered.
5.3 Mode of Study. Conventional on-campus credits are easily accepted. It is assessed in
comparison with CHED’s Policies and guidelines on curriculum content and learning outcomes.
Institutions make decisions on qualifications gained overseas and grants credit once assured of
the comparability of program content and umber of instructional units earned.
However, for academic degrees or units obtained under distance and on-line education, the
CHED maintains that it will only recognize those coming from fully accredited and recognized
distance education providers.
6. Philippine Participation in the Mutual Recognition Projects
The Philippines is a signatory to the various academic cooperation agreements concerning
mobility of people and recognition of degrees.
6.1 The UNESCO Convention on the Recognition of Higher Education Studies, Degrees,
Diplomas and Qualifications in Asia and the Pacific. The Philippines became a signatory to
the UNESCO convention in 1983. Because of the changes in political system, senate ratification
is required to enforce fully the commitments in that convention. The Commission on Higher
Education takes a lead role in the ratification of the UNESCO Convention. It is the current chair
of the UNESCO EDUCATION COMMITTEE. It is targeted that the Philippine congress would be
able to ratify the agreement this year.
The ratification of the agreement is in support of making higher education institutions as widely
accessible as possible to students and researchers from the contracting states through
recognizing their studies, certificates, diplomas and degrees.
6.2 APEC Mutual Recognition for the Engineering Profession. The Philippines promotes
people to people exchange and mobility projects under the auspices of APEC Engineer
Register Program. It has been admitted to assess its professional engineers for registration as
APEC Engineers. The assessment covers review of acceptable academic engineering degree,
advanced professional practice and continuing professional education. The Commission on
Higher Education together with the Professional Regulation Commission and the Philippine
Technological Council served as the National Monitoring Committee for the project.
7. Conclusion
From the foregoing account of the procedures for assessment of overseas qualifications in the
Philippines, it is clear that the Commission on Higher Education carry out its responsibilities by
formulating regulations that set minimum academic, operational, physical and administrative
standards for the establishment of schools, for recognizing overseas qualifications and
providing regional information for mobility programs. The Philippines support reforms related to
deregulation, academic freedom and people to people exchanges. It is eager to participate in
the exchange of information and systems to better promote regional cooperation and
understanding among countries in the Asia Pacific region.
Useful Contacts for Assessment of Qualifications in the Philippines
The following persons, organizations and websites may be visited for further information on the
topic:
The Commission on Higher Education
Development Academy of the Philippines Bldg
San Miguel Avenue, Ortigas Center, Pasig City, Philippines
Tel: (632) 687-13-17; (632) 637-3571
E-mail: ias@ched.gov.ph
Website: http://www.ched.gov.ph
Center for Educational Measurement
Concorde Condominium
Corner Salcedo and Benavidez St.
Legaspi Village, Makati
Website: http://www.fapenet.org/cem
Tel: (632) 818-0403
Professional Regulation Commission
P.O. Box 2038
P. Paredes St. Sampaloc, Manila
Tel : (02)314-0024
Fax: (02)7354703
Website: http://www.prc.gov.ph