Regional gaps hinder teacher training quality in Philippines

By Francis Allan L. Angelo

The Philippines faces stark regional disparities in teacher education quality, with most Centers of Excellence (COEs) and Centers of Development (CODs) concentrated in Luzon, according to a new study presented during the 10th Socioeconomic Research Portal for the Philippines (SERP-P) Knowledge Sharing Forum on Aug. 5.

The study, titled “Mapping Excellence in Teacher Education: The Role of Centers of Excellence in Teacher Quality,” was conducted by the Philippine Institute for Development Studies (PIDS) in collaboration with the Polytechnic University of the Philippines (PUP).

“As of 2023, there are about 36 COEs and 38 CODs in the Philippines specific to teacher education,” said PIDS Project Technical Specialist Jenard Berroya.

Luzon, including the National Capital Region, hosts 25 COEs and 18 CODs, while Visayas has just 5 COEs and 9 CODs, and Mindanao only 6 COEs and 11 CODs.

Some areas, including Eastern Visayas, SOCCSKSARGEN, MIMAROPA, and the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), have few or no COEs or CODs, creating “geographical disadvantages” for aspiring educators.

COEs and CODs are designations granted by the Commission on Higher Education (CHED) to Teacher Education Institutions (TEIs) that demonstrate exceptional performance in instruction, research, and extension work.

Despite their intended role in setting benchmarks and raising national standards, Berroya noted that COEs and CODs only make up 2.32% and 2.45% of all TEIs, respectively.

“Strengthening COEs and CODs is not just about prestige, it’s about raising teacher quality nationwide,” Berroya said.

The study found that COEs consistently outperform other TEIs in the Licensure Examination for Teachers (LET), with COEs recording passing rates 34.05 percentage points higher than CODs at the elementary level and 29.19 points higher at the secondary level.

COEs and CODs also employ better-qualified faculty, with a higher proportion of graduate degree holders compared to non-designated TEIs.

Yet challenges remain.

Graduation rates in COEs and CODs have plummeted—COE graduates fell from 9,265 to 940 between school years 2017–2018 and 2020–2021, while COD graduates dropped from 10,424 to 1,444.

This sharp decline—over 64%—contrasts with a 16% increase in total teacher education enrollment during the same period, raising concerns over retention and completion rates.

The pandemic may have contributed to the attrition, but the study also points to systemic gaps in support for designated institutions.

While COEs and CODs gain access to grants and international networks, some institutions reported receiving no funds after being designated.

“The application process is tedious, and the benefits do not always commensurate with the effort required,” said one COE representative, calling for more meaningful incentives.

Berroya suggested that CHED improve oversight, require outcome-based evaluations, and build regional partnerships between strong and struggling TEIs to address inequity.

Internationally, models like the United Kingdom’s Centres for Excellence in Teaching and Learning emphasize impact and innovation—criteria the Philippine framework may lack, the study noted.

In addition to COEs, the forum also spotlighted the importance of leadership in school-based management (SBM).

“Effective school leadership is critical to student outcomes,” said Dr. Diosdado M. San Antonio, SEAMEO INNOTECH’s Educational Research and Innovation Office Manager.

SBM empowers schools to address local needs and improve learning by decentralizing authority to school heads, teachers, and communities.

However, resource gaps, time constraints, and weak coordination continue to hinder implementation.

“There is a need to supplement existing competency frameworks for school heads and education leaders [so they can] be more proactive, results-oriented, and empowering,” San Antonio said.

He recommended leadership development programs and stronger peer learning platforms for education leaders.

The forum also discussed how higher education institutions can align more closely with the United Nations Sustainable Development Goals (SDGs).

PUP College of Communication Dean Dr. Jose Reuben Q. Alagaran II proposed creating “Advocacy Hubs” within campuses—dedicated spaces integrating research, instruction, and community extension for SDG-related initiatives.

“These hubs will not only promote the SDGs but eventually become a policy research center, and policy is vital to making these goals real,” Alagaran said.

To be effective, these hubs must be institutionally embedded, adequately funded, and connected to national and global partners.

Panelists agreed that improving teacher education, investing in leadership, and integrating sustainability are inseparable elements in building a resilient, future-ready education system.

The forum underscored that reforms must be holistic and sustained if the Philippines is to meet its education goals and close equity gaps by 2030.