Education in the Philippines

i love chocolate chip pancakes!!! During the period of colonialization by the United States, Education in the Philippines changed radically, modelled on the system of Education in the United States of the time. After the Second World War, changes in the US system were no longer automatically reflected in the Philippines, which has since moved in various directions of its own.

Filipino children may enter public school at about age four, starting from Nursery up to Kindergarten. At about seven years of age, children enter elementary school (6 to 7 years). This may be followed by secondary school (4 years). Students may then sit for College Entrance Examinations (CEE), after which they may enter tertiary institutions (3 to 5 years). Other types of schools do exist, such as Private schools, Preparatory schools, International schools, Laboratory High Schools and Science High Schools. Several ethnic groups, including Chinese, British, Americans, and Japanese operate their own schools.

Elementary schooling is compulsory, but 24% of Filipinos of the relevant age group do not attend, usually due to absence of any school in their area, education being offered in foreign languages only, or financial distress. In July 2009 DepEd acted to overcome the foreign language problem by ordering all elementary schools to move towards mother-tongue based learning initially. The order allows two alternative three-year bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are phased in as the language of instruction for other subjects beginning in the third and fourth grades.

Secondary schooling is recommended, but is not compulsory, and is of four years duration only.

The school year in the Philippines starts in June of one year and ends in March of the next, with a two-month summer break for April and May, one week of semestral break (the last week of October), and a week or two of Christmas break.

In 2005, the Philippines spent only about US$138 per pupil compared to US$1,582 in Singapore, US$3,728 in Japan, and US$852 in Thailand.

Concerning the standard of education in the Philippines, in June 2009 the president of the Federation of Accrediting Agencies of the Philippines (FAAP) cited the Congressional Commission on Education (EDCOM) lamenting 'a continuing decline in the quality of education in this country'. He said this was due to four main factors: 'a) mismanagement of the educational system, b) not investing wisely in education, c) lack of management competencies, d) systemic corruption'.

Another reason why the Philippines is not a major supplier of tertiary education for overseas students in the region is because three semesters of each eight semester bachelor degree are required to be completely devoted to government mandated subjects. These mandated subjects include the life and works of Filipino national hero Dr Jose Rizal, three subjects of Filipino language, and basic mathematics, science, and Filipino cultural subjects more appropriate for senior high school than for tertiary level.

History and development

Earlier times

Further information: Ancient Philippine scripts

As early as in pre-Spanish times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.

Spanish period

Major changes in education system happened during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled. By 1898, enrollment in schools at all levels exceeded 200,000 students.

First Republic

The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.

American period

Main article: Philippines education during American rule

Further information: Thomasites

An adequate secularized and free public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines more than 1,000 teachers from the United States called the Thomasites between 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools. The same law established the Philippine Normal School (now the Philippine Normal University) to train Filipino teachers for the public schools.

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

Two decades later, enrollment in elemetary schools was about 1 million from a total of 150,000 students in 1901.

Japanese occupation

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese- sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction.

After World War II

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

Marcos era

In 1972, the Department of Education became the Department of Education and Culture by Proclamation 1081.

Following a referendum of all barangays in the Philippines from 10-15 January 1973, on 17 January 1973 President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to:

• foster love of country;
• teach the duties of citizenship; and
• develop moral character, self discipline, and scientific, technological and vocational efficiency.

On 24 September 1972, by PD No 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices.

In 1978, by PD No 1397, the Department of Education and Culture became the Ministry of Education and Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. Section 29 of the Act sought to upgrade education institutions' standards to achieve quality education, through voluntary accreditation for schools, colleges, and universities. Sections 16 & 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. The Act also created the Ministry of Education, Culture and Sports.

Fifth Republic

On 2 February 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines.

In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports . The structure of DECS as embodied in EO No. 117 remained practically unchanged until 1994.

On 26 May 1988 Congress enacted Republic Act 6655, the Free Public Secondary Education Act of 1988, which manndated free public secondary education commencing in the school year 1988-1989. On 26 May 1988 Congress enacted RA 6655 which made free public secondary education to become a reality.

On 3 February 1992, Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government. On 3 February 1992, Congress enacted RA 7323 which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government.

The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On 18 May 1994, Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On 25 August 1994, Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and supervises non-degree technical-vocational programs. DECS retained responsibility for all elementary and secondary education. This threefold division became known as the trifocal system of education in the Philippines.

The trifocal education system of the Philippines

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

In January 2009, DepEd signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.

Levels of education

Level/Grade	Typical age
Preschool
Various optional programs	Under 6
Nursery	3-4
Kinder	4-5
Preparatory	5-6
Elementary School
1st Grade	6–7
2nd Grade	7–8
3rd Grade	8–9
4th Grade	9–10
5th Grade	10–11
6th Grade	11–12
High school
1st year high school (Freshman)	12-13
2nd year high school (Sophomore)	13-14
3rd year high school (Junior)	14-15
4th year high school (Senior)	15–16
Post-secondary education
Tertiary education (College or University)	Ages vary (usually four years, referred to as Freshman, Sophomore, Junior and Senior years)
Vocational education	Ages vary
Graduate education
Adult education

Primary school

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note distance from road (centre left).

Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is via this one hour mud climb. Viewed December 2008.

Philippine Science High School, Main Campus, Quezon City. Note the disparity between rural and urban education facilities in the Philippines.

File:ADDU Finster Hall.jpg

Finster Hall, Ateneo de Davao University

Xavier Hall, administration building - Ateneo de Manila University

St. La Salle Hall, De La Salle University

File:PLM GV.JPG

Pamantasan ng Lungsod ng Maynila main campus at Intramuros district

Silliman Hall, Silliman University

U.P. Diliman (Quezon Hall) - the flagship university of the U.P.'s seven universities

File:UST Main Bldg Facade.jpg

Main building façade, University of Santo Tomas, Manila

Primary school is also called Elementary school(Filipino: Mababang Paaralan). It consists of six levels, with some schools adding an additional level (level 7). The levels are grouped into two primary subdivisions, Primary-level, which includes the first three levels, and Intermediate-level, which includes the last three or four levels.

Primary education in the Philippines covers a wide curriculum. The core subjects (major subjects) include Mathematics, Sciences, English, Filipino (the Filipino language), and Makabayan (Social Studies, Livelihood Education, Values). Other subjects include Music, Arts, and Physical Education. Starting at the third level, Science becomes an integral part of the core subjects. On December 2007, Philippine president Gloria Macapagal Arroyo announced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008. In private schools, the subjects include Mathematics, English, Science, Social Studies, Basic Computer, Filipino, Music, Arts and Technology, Home Economics, Health, Physical Education, and in Catholic schools, Religion or Christian Living. International schools and Chinese schools have additional subjects, especially in their language and culture.

The teaching medium in the vast majority of all local schools is English. Filipino is considered only as a second language, and is used only in the Makabayan, and Filipino subjects. Article XIV, Section 7 of the 1987 Philippine constitution mandates that regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein. Following on this, languages such as Cebuano, Hiligaynon, Bicolano, and Waray, are also used outside of Manila in the teaching of Makabayan. International schools generally use English in all subjects. Chinese schools add two language subjects, such as Min Nan Chinese and Mandarin Chinese. The constitution mandates that Spanish and Arabic shall be promoted on a voluntary and optional basis. Following on this, a few private schools mainly catering to the elite include Spanish in their curriculum and Arabic is used in Islamic schools. All primary-level students generally graduate with a knowledge of two or three languages.

Primary students traditionally sit for the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was intended as a measure of a school's competence, and not as a predictor of student aptitude or success in Secondary school. Hence, the scores obtained by the student in the NEAT is not used as a basis in his or her admission into Secondary school. During 2004, when DECS was officially converted into the Department of Education (DepEd), and also, as a result of some reorganization, the NEAT was abolished. As of 2006, only private schools have entrance examinations for Secondary school.

The NEAT was changed to National Achievement Test (NAT) by the Department of Education (DepEd). Both the public and private elementary schools take this exam to measure a school's competency

DepEd expects over 13.1 million elementary students in public elementary schools for school year 2009-1010.

Secondary school

Secondary education in the Philippines is largely based on the American schooling system. It consists of four levels. Secondary schooling is compartmentalized, meaning, each level focuses on a particular 'theme or content'. Secondary school is often called simply as 'High school'(Filipino: Mataas na Paaralan), and as such, this will be the prevailing word in this section.

The first year of High school includes five core subjects, namely, Algebra I, Integrated Science, English I, Filipino I, and Philippine History I. The second year of High school includes Algebra II, Biology, English II, Filipino II, and Asian History. The third year of High school includes Geometry, Chemistry, Filipino III, and World History and Geography, and the fourth year of High school has Calculus, Trigonometry, Physics, Filipino IV, Literature, and Economics. Other minor subjects include Health, Advanced Computer, Music, Arts, Technology and Home Economics, and Physical Education.

In exclusive schools, various languages are offered as Electives, together with Computer programming, Literary writing, as well as other subjects. Chinese schools add language and cultural subjects. Preparatory schools usually add some Business and Accountancy courses, while Science high schools have Biology, Chemistry, and Physics on every level.

Secondary students traditionally sit for the National Secondary Achievement Test (NSAT), which is originally tailored as a counterpart of the American SAT, and is administered by the Department of Education (DepEd). Like its primary school counterpart, it was eventually phased-out after major reorganizations in the said department. As of now, there is no government-sponsored entrance examination for Tertiary schools, and all schools, public or private, administer their own College Entrance Examinations (CEE).

After finishing secondary education, students have a choice of either continuing their education by taking two or three years of vocational courses, or going to college or university.

DepEd expects over 5.6 million students in public secondary schools for school year 2009-1010.

Technical and Vocational School

Technical/Vocational school is school offering courses practically to enhance skills. Schools and their curriculum were accredited and approved by TESDA. They offer short program or two year - course on technology courses like automotive technology, electronic technology, nursing aide, hotel and restaurant management, computer technology, drafting ,etc. Upon graduation of these courses, students take a licensure examination from TESDA to obtain a certificate or diploma.

Tertiary education

Tertiary education in the Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign of students in 1995-1996 the number steadily declined to 2,323 in 2000-2001, the last year CHED published numbers on its website . In 2000-2001, 19.45% were from the US, 16.96 from South Korea, 13.00 % from Taiwan, and the rest from various other countries. Many Korean students come to the Philippines to study English for 6 months or more, then transfer abroad to Australia, the United States, or other countries for degrees. Some Koreans complete their tertiary education in the Philippines, especially in the temperate climate of Baguio, in the Cordillera highlands.

Concerning the poor quality of education in the Philippines, in June 2009 the president of FAAP cited the Congressional Commission on Education (EDCOM) lamenting 'a continuing decline in the quality of education in this country'. He said this was due to four main factors: 'a) mismanagement of the educational system, b) not investing wisely in education, c) lack of management competencies, and, d) systemic corruption'.

Another reason why the Philippines is not a major supplier of tertiary education for overseas students in the region is because 3 semesters of each 8 semester bachelor degree are required to be completely devoted to government mandated subjects. These mandated subjects include the life and works of Filipino national hero Dr Jose Rizal, three subjects of Filipino language, and basic mathematics, science, and Filipino cultural subjects more appropriate for senior high school than at tertiary level.

Classification

Higher education institutions in the Philippines are either colleges or universities, and are generally classified as public or private.

Colleges are tertiary institutions that typically offer one or a few specialized courses, for example, in the sciences or in liberal arts, or in specific professional courses, such as Nursing, Computing, or Maritime Studies.

To be classified as universities, state universities and colleges (SUCs), CHED-supervised higher education institutions (CHEIs), private higher education institutions (PHEIs), and community colleges (CCs), must operate at least eight different degree programs. They must offer at least six undergraduate courses including a four year course in liberal arts, a four year course in Basic Science Mathematics, a four year course in the Social Sciences, a minimum of three other active and recognized professional courses leading to government licensures, and at least two graduate-level courses leading to doctoral degrees. A further seven areas of requirements as universities are mandated by the Commission on Higher Education. Local government universities and colleges (LUCs) have less stringent requirements than private universities. They are required to operate at least five undergraduate programs (as opposed to eight for private universities), and two graduate-level programs.

Public tertiary education

Public universities are all non-sectarian entities, and are further classified as State University and College (SUC) or Local College and University (LCU)." SUCs are fully funded by the national government as determined by the Philippine Congress. The University of the Philippines, being the "national university," receives the biggest chunk of the budget among the 456 state colleges and universities. LCUs, on the other hand, are run by local government units. The Pamantasan ng Lungsod ng Maynila is first and largest among the LCUs.

Private tertiary institutions

Private colleges and universities may either be "sectarian" or "non-sectarian" entities. Institutions may be not-for-profit, or profit oriented. Most private schools are not-for-profit Catholic like Adamson University (Vincentian), the Ateneo de Manila University (Jesuit), De La Salle University (Christian Brothers), Don Bosco Technical College (Salesian), Saint Louis University, Baguio City (CICM) and the University of Santo Tomas (Dominican). However, there are also non-Catholic not-for-profit sectarian institutions such as Silliman University (Protestant), Trinity University of Asia (Anglican), and New Era University (Iglesia Ni Cristo). Non-sectarian private schools, on the other hand, are corporations licensed by the Securities and Exchange Commission. Some are also registered on the Philippine Stock Exchange.

Accreditation

Accreditation is a process for assessing and upgrading the educational quality of higher education institutions and programs through self-evaluation and peer judgment. The process leads to a grant of accredited status by an accrediting agency and provides public recognition and information on educational quality. Most tertiary institutions, generically called higher education institutions by the Commission on Higher Education of the Philippines (CHED) are licensed, controlled, and supervised by CHED. Records from CHED showed that the country had 1,494 private institutions and 522 state-run colleges and universities, a total of 2016 HEI's as of December 17, 2007.

Accreditation for Private institutions

Voluntary accreditation of all institutions is subject to the policies of the Commission on Higher Education. Voluntary accrediting agencies in the private sector are the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), the Philippine Association of Colleges and Universities' Commission on Accreditation (PACUCOA), and the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI) which all operate under the umbrella of the Federation of Accrediting Agencies of the Philippines FAAP, which itself is the certifying agency authorized by CHED. Accreditation can be either of programs or of institutions.

All of the institutions accredited by these three agencies certified by FAAP are private institutions. Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and Excellence and Higher Education, there are four levels of program accreditation, with Level IV being the highest.

Two private universities had been granted institutional Level IV status by FAAP through PAASCU: De La Salle University, and Ateneo de Manila University,, but their Level IV institutional accreditation has lapsed and cannot be renewed under CMO 2005/01 which superseded CMO 31 of 1995 which had been the enabling order for Level IV institutional accreditation.

Trinity University of Asia is now the only college or university in the Philippines which has current institutional accreditation granted by a FAAP (Federation of Accrediting Agencies in the Philippines) certified accrediting agency, in this case, the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU), "effective August 2009 up to April 2014".

Accreditation for Public Institutions

Accrediting agencies for government-supported institutions are the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and the Association of Local Colleges and Universities Commission On Accreditation (ALCUCOA). Together they formed the National Network of Quality Assurance Agencies (NNQAA) as the certifying agency for government-sponsored institutions. However NNQAA does not certify all government-sponsored institutions.

The Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was established and registered with the Securities Exchange Commission on 27 October 1987. On 28 July 2003, the FAAP board accepted the application of TVEAAP to affiliate with FAAP

AACCUP, as well as PAASCU are active member of the International Network of Quality Assurance Agencies for Higher Education, (INQAAHE), and both are members of the Asia Pacific Quality Network.

Autonomy and Deregulation

In an effort to rationalize its supervision of institutions of higher learning, CHED has also prescribed guidelines for granting privileges of autonomy and deregulation to certain schools. According to the guidelines, the general criteria examined by CHED are an institution's "long tradition of integrity and untarnished reputation," "commitment to excellence," and "sustainability and viability of operations."

Autonomous status

Autonomous status allows universities to design their own curricula, offer new programs and put up branches or satellite campuses without having to secure permits, confer honorary degrees, and carry out operations without much interference from CHED. Aside from all host state colleges and universities and other chartered public universities, such as the University of the Philippines, Pamantasan ng Lungsod ng Maynila, and Mindanao State University, a number of private schools have also been granted autonomous status. These include the following:

5 years, 11 March 2009 to 30 March 2014

• Ateneo de Zamboanga University
• Our Lady of Fatima University
• Silliman University

5 years, 27 October 2003 to 30 March 2008

• University of the Immaculate Conception, Davao City

5 years, 15 November 2007 to 14 November 2012

• Assumption College
• Ateneo de Davao University
• Ateneo de Manila University
• Centro Escolar University
• De La Salle University
• Miriam College
• St. Joseph's College of Quezon City
• Saint Louis University, Baguio City
• University of St. Louis,Tuguegarao City
• University of Santo Tomas

1 year, 15 November 2007 to 14 November 2008

• Baliuag University
• Central Philippine University
• Holy Name University
• San Beda College
• St. Paul University Manila
• St. Paul University Dumaguete
• St. Scholastica's College
• University of San Carlos
• University of San Jose-Recoletos
• University of St. La Salle

Deregulated status

Deregulated status enjoy the same privilege as autonomy except that they must still secure permits for new programs and campuses.

The following schools have been granted deregulated status:

5 years, 11 March 2009 to 30 March 2014

• University of the East

5 years, 15 November 2007 to 14 November 2012

• Ateneo de Naga University
• Jose Rizal University

1 year, 15 November 2007 to 14 November 2008

• Adamson University
• Far Eastern University
• Manuel S. Enverga University Foundation
• Notre Dame University
• St. Mary's University, Bayombong
• Universidad de Sta. Isabel
• University of Baguio
• University of the Cordilleras
• University of the East
• University of Negros Occidental-Recoletos

Rankings and league tables

Local rankings

There are no set methods for ranking institutions in the Philippines. Aside from comparisons in terms of accreditation, autonomy, and centers of excellence awarded by the Commission on Higher Education (CHED), there are attempts to rank schools based on performance in board exams conducted by the Professional Regulation Commission (PRC). The PRC and CHED sometimes publish reports on these results.

In 2007, a report by the PRC and CHED covering a ten-year period identified the University of the Philippines, Diliman, University of the Philippines, Los Baños, and University of the Philippines, Manila as the top three performing schools based on PRC exams. They were followed by Silliman University (4th), the Ateneo de Davao University (5th), the Ateneo de Manila University (6th), the University of Santo Tomas (7th), Mindanao State University - Iligan Institute of Technology (8th), Pamantasan ng Lungsod ng Maynila (9th), St. Louis University (10th), University of San Carlos (11th), Xavier University (12th), Mindanao State University (13th), Father Saturnino Urios University (14th), Polytechnic University of the Philippines (15th), De La Salle University (16th), Mapua Institute of Technology (17th), Adamson University (18th), Central Mindanao University (19th) and University of Southeastern Philippines (20th)

International rankings

Internationally, the Ateneo de Manila University, De La Salle University, the University of the Philippines, and the University of Santo Tomas are the only Philippine universities that had been regularly listed as among the region and world's top universities in league tables and surveys such as in the now-defunct Asiaweek university rankings (which last ranked universities in 1999 and 2000),, and the THES-QS World University Rankings in 2005, 2006, and 2008. In the 2007 THES-QS rankings, only UP and the Ateneo remained in the THES-QS rankings' top 500. In 2008, Ateneo, La Salle, UP, and UST once again placed in the rankings, with the Ateneo ranked 254th in the world, UP at 276th while De La Salle University and the University of Santo Tomas both placed in the Top 401-500 category Ateneo and UP were also ranked among the top 100 universities worldwide in the field of the arts and humanities. The THES-QS rankings are mainly based on peer review survey, while the Asiaweek rankings were measured on the university's endowment and resources. In the 2009 world rankings, two Philippine universities made it to the top 300, with the Ateneo de Manila University ranked 234th and the University of the Philippines ranked 262nd. De La Salle University was ranked within the 401-500 range, whereas the University of Santo Tomas was ranked below 500. Individual subject areas were also ranked in the following categories: Arts and Humanities, Engineering/Technology, Natural Sciences, Life Sciences & Biomedicine, and Social Sciences. The Ateneo and UP ranked 88th and 93rd, respectively, in Arts and Humanities, 243rd and 281st, respectively, in Engineering/Technology, 114th and 176th, respectively, in Natural Sciences, 186th and 171st, respectively, in Life Sciences & Biomedicine, and 138th and 123rd, respectively, in Social Sciences, where La Salle was ranked 292nd.

There are other university rankings based on different methodologies and criteria. In the Webometrics Ranking of World Universities by a Spanish research body, which measures a university’s Internet presence and the volume of research output freely accessible online, has UP and La Salle ranked ahead of other local universities. On the other hand, in the Shanghai Jiao Tong University Academic Ranking of World Universities, which is based on Nobel Prize winners, Fields medals for mathematicians, highly cited researchers, or articles in Nature or Science; and, the École des Mines de Paris rankings, which is according to the number of alumni who are the CEOs of the Fortune 500 companies, do not have Philippine universities in the top 500.

In the QS 2009 top Asian universities rankings, 16 Philippine schools participated or have been included in the survey. These schools were: Adamson University, the Ateneo de Davao University, the Ateneo de Manila University, Central Mindanao University, De La Salle University, Father Saturnino Urios University, the Mapua Institute of Technology, Mindanao State University, the Polytechnic University of the Philippines, St. Louis University, Silliman University, the University of the Philippines, the University of San Carlos, the University of Santo Tomas, the University of Southeastern Philippines, and Xavier University.

Unlike the THE-QS world university rankings, the QS 2009 Asian University Rankings is limited in scope to Asian institutions, surveys only parties in Asia,, and utilizes different criteria compared to those used in the THE-QS rankings.. Given these criteria, three Philippine schools ranked among the top 100: the University of the Philippines (63rd), De La Salle University (76th), and the Ateneo de Manila University (84th). In the subject areas, four Philippine universities figured in the region's top 100: For Arts and Humanities, the University of the Philippines (12th), the Ateneo de Manila University (19th), De La Salle University (44th), and the University of Santo Tomas (55th) were recognized. For Life Sciences and Biomedicine, the University of the Philippines (47th), the Ateneo de Manila University (52nd), De La Salle University (79th), and the University of Santo Tomas (85th) were recognized. For Natural Sciences, the Ateneo de Manila University (24th),the University of the Philippines (32nd), the University of Santo Tomas (94th), and De La Salle University (97th) were recognized. For Social Sciences, the University of the Philippines (22nd), the Ateneo de Manila University (28th), De La Salle University (51st), and the University of Santo Tomas (75th) were recognized. For IT and Engineering, the University of the Philippines (63rd), the Ateneo de Manila University (64th), and De La Salle University (79th) were recognized. For other indicators, Philippine schools made it to the top 100 in all but three of the ranking criteria (student-faculty ratio, papers per faculty, and citations per paper).

Views of the THES-QS rankings

Rankings such as the THES-QS have been received with mixed reactions. In 2006, Ang Pamantasan, the official student paper of Pamantasan ng Lungsod ng Maynila, published the university's criticism on the rankings, saying that the THES-QS criteria do not apply to the unique landscape of each participating universities, and that such rankings say nothing or very little about whether students are actually learning at particular colleges or universities. On the same year, the University of the Philippines, through its University President Emerlinda Román, expressed that it does not want to participate in the THES-QS Ranking, but was included in 2007 with an incomplete academic profile.

Two years later, the University of the Philippines questioned the validity of the 2008 THES-QS rankings, claiming that the methodology used was "problematic," and cited the International Ranking Systems for Universities and Institutions: A Critical Appraisal, which found out that the Times simply asks 190,000 ‘experts’ to list what they regard as the top 30 universities in their field of expertise without providing input data on any performance indicators, as one of the bases for rejecting the said survey. Furthermore, the UP said that THES-QS refused to divulge how and where the data were taken from, and instead, advised the university to advertise at the THES-QS website for US$ 48,930 publicity package. CHED Chairperson Emmanuel Angeles, on the other hand, commended all four Philippine universities that made it to the list. He also suggested that Philippine schools would get better in the future THES-QS rankings if they choose to advertise in the THES-QS publications and when budgetary allocations for faculty and researchers, particularly at UP, would become better in the coming years.

In 2009, the University of Santo Tomas expressed that "it will be very difficult for a university to rank high in such surveys unless they enjoy big media mileage or they have extensive press releases to advertise themselves." Furthermore, UST lamented that, "it is quite puzzling that another university in the country ranked much higher than UST in the field of Life Sciences and Biomedicine when it hardly offers any course in the field like Pharmacy, Medical Technology, Nursing, Physical and Occupational Therapy." Despite repeated invitations to participate in conference sponsored by the THES-QS and to advertise the University in its websites and publications, UST strongly refused to do so.

Other schools

Chinese schools

Chinese schools add two additional subjects to the core curriculum, Hôa-gí華語(Chinese grammar and literature) and Tiĉng-hàp綜合(Chinese communication). Some add two more, namely, Chinese History and Chinese Culture. Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese history as part of their curriculum. Notable Chinese schools include Immaculate Conception Academy, Xavier School, primary, secondary, and tertiary schools in San Juan, Metro Manila; Makati Hope Christian School located along Don Chino Roces Avenue (formerly known as Pasong Tamo Extension) in Makati; Saint Jude Catholic School and St. Peter the Apostle School, Chinese Catholic schools near Malacañang; Philippine Tiong Se Academy, Philippine Cultural College, Chiang Kai Shek College, St. Stephen's High School, Hope Christian High School in Sta. Cruz, Manila and Uno High School, secondary and tertiary institutions in Binondo, Manila; Jubilee Christian Academy, Grace Christian College, Leyte Progressive High School in Tacloban,and La Union Cultural Institute in San Fernando City , La Union[5].

Islamic schools

In 2004, the Department of Education adopted DO 51 putting in place the teaching of Arabic Language and Islamic Values for (mainly) Muslim children in the public schools. The same order authorized the implementation of so-called Standard Madrasah Curriculum (SMC) in the private madaris (Arabic for schools, the singular form is Madrasah).

While there has been recognized Islamic schools, i.e. Ibn Siena Integrated School (Marawi), Sarang Bangun LC (Zamboanga) and SMIE (Jolo), their Islamic studies varies.With the DepEd-authorized SMC, the subject offering is uniform across these private Madaris.

Since 2005, the AusAID-funded DepEd-project Basic Education Assistance for Mindanao (BEAM) has assisted a group of private madaris seeking government permit to operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered throughout Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math and Makabayan) and the teaching of Arabic and Islamic studies subjects.

• Region XI - Pilot Integrated Madrasah (Davao Oriental), Al-Munawwara Islamic School (Davao City)

• Region XII - WAMY Academy (Gensan), Kumayl LC (Koronadal), Darul Uloom (Tamontaka, Cotabato City), Al-Nahdah Academy (Campo Muslim, Cotabato City), SKC Madrasah Abubakar (Bagua, Cotabato City) and Sultan Kudarat Academy (Sinsuat Ave, Cotabato City)

• ARMM (Marawi City) - Jamiato Janoubel Filibbien, Jamiato Marawi al-Islamia, Khadijah Pilot Madrasah, Princess Jawaher IS

• ARMM (Lanao del Sur) - Ma'had Montashir (Masiu), Ma'had Aziziah and Sha'rawi LC (Butig), Madrasah Falah al-Khayrie (Lumba Bayabao), Ma'had Lanao (Malabang), As-Salihein Integrated School (Tamparan),others.

• ARMM (Maguindanao Valley) - Ibn Taymiyyah Academy (Shariff Kabunsuan), Ma'had Maguindanao (Ampatuan), Madrasah Datu Tahir (Mamasapano), Ma'had Rahmanie Al-Islamie (Sharif Aguak). Through the philanthopy of Governor Datu Andal Ampatuan and his family, Ma'had Rahmanie is being re-designed and re-constructed to position it to become the premier institution of integrated learning in the ARMM. When the whole infrastructure development is done, it will be renamed Shariff Aguak Ibn Ampatuan Memorial Academy.

• ARMM (Island Provinces) - Ma'had Da'wah (Lamitan City), Kulliyato Talipao (Talipao, Sulu), CHILD Madrasah (Bongao, Tawi-Tawi). The CHILD Madrasah is a special project and laboratory school of the MSU-TCTO College of Islamic and Arabic Studies (CIAS).

See also

• List of colleges and universities in the Philippines
• Legal education in the Philippines
• Medical education in the Philippines
• Technical Education and Skills Development Authority
• Category:Business schools in the Philippines
• Category:Graduate schools in the Philippines
• Category:Law schools in the Philippines
• Category:Liberal arts colleges in the Philippines
• Category:Roman Catholic universities and colleges in the Philippines
• Category:Schools of medicine in the Philippines
• Category:Women's universities and colleges in the Philippines
• Category:Filipino educators