CENTER OF EXCELLENCE IN EDUCATION

PETER PHILIP M. PEREZ

MA in Education Major in Administration and Supervision
Divine Word College of San Jose



I. INTRODUCTION:

Section 8 of the Republic Act (RA) No. 7722, otherwise known as the Higher Education
Act of 1994, which stipulates that the Commission on Higher Education (CHED) shall identify,
support and develop potential centers of excellence in program areas needed for
thedevelopment of world-class scholarship, nation building, and national development.
The meaning of the phrase center of excellence as referring to education can be
readily understood especially in native connotation as regards to the nature and creation
thereof in the statement of www.ched.gov.ph which states:

Identified Centers of Excellence (COEs) and Centers of Development (CODs) are higher
education institutions, either public or private, found to have demonstrated the highest
degree or level of standard, along the areas of instruction, research and extension. A
rigid set of criteria, policy and guidelines for each discipline or area of study, developed
by Technical Panels, is used by the Commission in evaluating candidate institutions.
COEs and CODs serve as showcases of Philippine higher education. These
institutions provide leadership in all aspects of development to other HEIs in their
respective service areas. Funds are given to these centers for scholarship, faculty
development, library and laboratory upgrading, research and extension services,
instructional materials development, and networking arrangements and assistance to
help ensure the accelerated development of other HEIs in their respective service areas.
The identification of COEs and CODs are done by discipline/fields of study, and is
granted for a set period or term.
And even broader denotation from www.unesco.org which states:
The reference to a center of excellence could embrace a variety of national, regional or
international institutions able to provide services at a standard sought by Member
States or regions, and a satisfactory rationale for investment in their activity by
interested customers.
A center of excellence could be a research or training institution, a university or
one of its departments, a laboratory, science museum or library, etc. A national center
of excellence need not necessarily be a public institution, though by virtue of the profile
of the centers
A private research laboratory or institution having a high repute in science that
is seeking to provide help for an institutional capacity building programme of a research
institute in a developing country or a country in transition may apply if it commits itself
to providing substantial financial support. Indeed, a project proposal from such a body
would be welcome.
Thus, the phase has something to do with accredited institutions which are able to uplift their
standards in a level which are unparalleled by most of its counterparts.
II. STATEMENT OF THE PROBLEM:

The phrase Center of excellence can have varying connotation to laymen, but the term
excellent is enough for them to grasp the idea that the said institution is in one way or the other
ahead of its competitors or contemporaries in the field. However, the phase, coupled by
Knowledge of the real scenario can send a signal of fear to an analytic mind.

While accreditation can be done in a voluntary basis as mandated by DepEd, which
refers to the process leading to the issuance of certificate of accreditation by the Federation of
Accrediting Association of the Philippine member agencies (Ulpiano Sarmiento, 2011), there still
remains a fear inducing factor knowing that the accredited institutions in the country are not so
huge in numbers as compared with the non-accredited ones. Taking the report of
www.ched.gov.ph for instance as regards to accredited schools:
University of the Philippines-
Diliman
COE
Information Technology
Biology
Chemistry
Geology
Marine Science
Mathematics
Molecular Biology
Physics
Statistics
University of the Philippines-
Los Baos
COE
Agriculture
Agricultural Engineering
Forestry
Veterinary Medicine
Information Technology
Biology
Chemistry
Mathematics
COD
Statistics
Environmental Science
University of the Philippines-
Manila
COE
Nursing
Medicine
De La Salle University-Manila
COE
Information Technology
Biology
Chemistry
Mathematics
Physics
Teacher Education
COD
Chemical Engineering
Computer Engineering
Electronics & Communication Engg.
Civil Engineering
Industrial Engineering
Mechanical Engineering
Ateneo de Manila University-
Quezon City
COE
Business Administration Education
Entrepreneurship Education
Information Technology
Chemistry
Mathematics
Physics
COD
Biology
Environmental Science
University of Santo Tomas-
Manila
COE
Nursing
Medicine
Biology
Chemistry
Teacher Education
COD
Chemical Engineering
Electronics & Communication Engg.
Civil Engineering
Electrical Engineering
Industrial Engineering
Mechanical Engineering
Physical Therapy
Biology
Mapua Institute of Technology-
Manila
COD
Computer Engineering
Electronics & Communication Engg.
Civil Engineering
Sanitary Engineering
Electrical Engineering
Industrial Engineering
Mechanical Engineering
Mapua Institute of Technology-
Makati
COD
Information Technology
Technological Institute of the
Philippines-Manila
COD
Information Technology
Computer Engineering
Technological Institute of the
Philippines-Quezon City
COD
Information Technology
Computer Engineering
Civil Engineering
Adamson University-Manila COD
Computer Engineering
Industrial Engineering
Asia Pacific College-Makati
COE Information Technology
COD Computer Engineering
Centro Escolar University-
Manila
COD Business Administration Education
COE Teacher Education
Far Eastern University-East Asia
College-Manila
COD
Information Technology
Lyceum Northwestern
University
COD
Phamacy Education
Philippine Normal University-
Manila
COE
Teacher Education
University of the East-Manila COD Information Technology



Here, we can gauge
that, the
institutions mentioned above are just the key higher education institutions in the land; and, although it
is but common sense that there are still other accredited agencies, it is but true that they are less in
numbers than those of non-accredited institutions. Thus, if accreditation will be the basis for the
standards of learning that affects the publics educability, most of us will belong to the losing side;
meaning had attained lower quality of education. And if such will be the case caste, classes and strata
will be the inevitable result of which in the society.
III. OBJECTIVES:
To foster quality learning to all citizens; which will lead to social equity.

IV. ALTERNATIVE COURSES OF ACTION/DISCUSSION:

1. Optimize funding of all learning institutions.

The concerned individuals thru writing must invoke the help of higher ranking
officials of the land, particularly the legislators to pursue an even more
ambitious funding scheme for the education sector.
Budget due to other unnecessary expenditures which the government can do
without must be shifted to the education sectors through legislation.

2. Make measures on the facilitation of assistance to the private education sectors.

V. RECOMMENDATION:

The government must, through the merit of need, increase the budget of the
Department of Education, Commission on Higher Education, TESDA among other institutions of
higher learning in the land and insure through legislation, optimum use of such funds.

VI. REFERENCES:

Centers of Excellence / Centers of Development. http://www.ched.gov.ph/index.php/projects-
programs/projects/centers-of-excellence-centers-of-development/

Center of Excellence. http://www.unesco.org/new/en/natural-sciences/science-
technology/basic-sciences/international-basic-sciences-programme/center-of-excellence/

Ulpiano Sarmiento, 2011. Compendiumof the Education Legislation for Private Basic Education.
Fund Assistance for Private Education.
University of the East-Ramon
Magsaysay Mem. Med. Center-
QC
COE
Nursing