THE Commission on Higher Education (CHED) turns 31 this year. Hopes were high that the CHED could turn around the already dismal state of higher education in the country. Trumpets blared, signaling that the Philippines — once one of the top countries in Asia in terms of education — would reclaim its past glory.
But it didn’t. The Second Congressional Commission on Education (Edcom 2) itself took a deep dive and came up with the conclusion that the “CHED has only partially fulfilled its mandate.” Edcom 2 said strengthening the CHED would close the persistent gaps and finally ensure the quality of higher education in the Philippines. It recommended “a sweeping evaluation of the agency’s performance and purpose.”
“Despite [the] CHED’s clear mandate, many of its goals remain unfulfilled: excellence remains low, with little support provided to higher education institutions (HEIs), especially private HEIs and local universities and colleges (LUCs),” Edcom 2 Executive Director Dr. Karol Mark Yee said.
The Edcom is holding hearings throughout July, consistent with its mandate under Republic Act 11899 to do a national assessment and evaluation of Philippine education. This includes reviewing how the mandates of the country’s three education agencies — CHED, the Department of Education, and the Technical Education and Skills Development Authority — have been implemented.
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Created under Republic Act 7722, the CHED was seen to align tertiary education with national development goals. However, Edcom 2 pointed out issues, including a mismatch between academic programs and labor-market needs, poor research output and low accreditation rates.
The CHED has slept on its job and has not designated new Centers of Excellence since 2016. Moreover, it has given only token support for institutions doing voluntary accreditation since 2020.
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The Edcom’s findings reveal that many issues remain unresolved. Despite recommendations from the First Congressional Commission on Education, the disconnect remains between what colleges offer and what industries need. Accreditation rates remain low, and student enrollment is concentrated in business administration, teacher education and engineering.
Meanwhile, Edcom 2 noted that the country continues to lag behind its Southeast Asian neighbors in research output, with the CHED’s interventions from 2000 to 2011 failing to reverse the trend.
During the hearing, CHED Chairman Dr. Shirley Agrupis acknowledged her agency’s shortcomings. She agreed with the Edcom’s analysis, particularly on the mismatch between college degrees and job-market needs. Agrupis said the CHED lacked centralized data and in-depth analysis on industry and government-sector demands for human capital.
However, the commission is now collaborating with Edcom 2 to identify priority areas for its upcoming National Education and Workforce Development Plan, expected to be released in November.
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Former CHED director Amalia Biglete also cited longstanding structural and legal limitations. “CHED was expected to perform both regulatory and developmental functions,” she said. “But in terms of regulatory function, it was challenging because CHED was not a quasi-judicial body…. Most of the time, if we imposed sanctions, we would be met with cases filed before the ombudsman — and even in court.”
Biglete also pointed to limited personnel capacity and the CHED’s heavy reliance on contract-based staff as major operational constraints.
It is also helpful to look at the best practices in Singapore’s tertiary education system. Its focus is on industry partnerships and a commitment to lifelong learning. Key strategies include diversifying pathways, emphasizing industry relevance and fostering a culture of continuous learning.
Singapore offers various routes to higher education, including polytechnics, universities, and specialized institutions like the Singapore Institute of Technology. Polytechnics provide diploma courses geared toward practical skills and industry needs. Universities were also given greater autonomy to innovate and adapt their curricula and teaching methods.
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Moreover, institutions collaborate closely with industry partners to ensure that curricula are relevant to job market demands. The Skills Future initiative promotes lifelong learning and provides individuals with access to industry-relevant training and courses.
Singapore has also invested in adult education and training programs to equip the workforce with the skills needed for a changing economy. The My Skills Future portal provides a one-stop platform for individuals to explore career pathways, identify skills gaps and find relevant training opportunities. The city-state’s Ministry of Education and the Committee for Private Education work to ensure quality assurance in higher education with various accreditation schemes.
Singapore invests heavily in teacher training and professional development, ensuring a high-quality teaching workforce. It is working to internationalize its HEIs, attracting students and faculty from around the world.
Edcom 2 will release its policy recommendations to reform the CHED as part of its three-year education sector assessment. They can include some pointers from squeaky-clean and efficient Singapore.
