SUCs in sync

By Herman M. Lagon

Collaboration among State Universities and Colleges (SUCs) has become the cornerstone of an evolving educational landscape in the country. With a vision transcending institutional boundaries, SUCs today are forging partnerships prioritizing shared knowledge, resources, and best practices. These collaborations strengthen education’s reach and depth, especially for communities that depend on SUCs for accessible and transformative education. The Commission on Higher Education (CHED) continues to underscore the vital role of this unity, emphasizing how a network of mutually supportive institutions can drive a resilient, inclusive, and socially responsible education system for the country.

In a world where the challenges of education go beyond classrooms, SUCs collaborating in research and extension work represents a step toward real-world impact. From technology to environmental science and health initiatives, SUCs collectively tackle national priorities that demand creative solutions. Working together, they build a stronger, more cohesive front for academic output that doesn’t just stay within academic journals but extends its benefits to communities. Collaborative research does more than expand intellectual achievement; it connects institutions to the people they serve, fostering community upliftment and knowledge-sharing across the country (Medina, 2019).

The collaborative momentum extends well beyond academia into sports and student engagement events. The ongoing Regional State Colleges and Universities Athletic Association (RSCUAA) in Region VI, hosted by the Iloilo State University of Fisheries Science and Technology (ISUFST), is an example of SUCs coming together to celebrate student talent and school spirit. Sports events like RSCUAA provide a dynamic platform where students from various regions connect, build camaraderie, and showcase their skills on a larger stage. Events like this, along with cultural festivals, debate competitions, leadership conferences, and other student-centered gatherings, strengthen campus ties, allowing students to engage with diverse backgrounds and form connections that enrich their academic journeys and personal growth.

Public-private partnerships (PPPs) add yet another dimension to this collaborative landscape. Through partnerships with the Philippine Association of State Universities and Colleges (PASUC) and the PPP Center, SUCs now have access to critical resources that can drive infrastructure development in unimaginable ways. The PPP Code and its recent reforms, introduced through nationwide capacity-building activities, equip SUCs with tools to secure funding and expertise, leveling the playing field for institutions in rural or under-resourced areas. By bridging financial gaps, these collaborations ensure that state-of-the-art facilities and learning resources are within reach, underscoring how partnerships can lift entire communities and advance the quality of education across the board.

However, collaboration is not without its challenges. Faculty members often shoulder multiple responsibilities that can impact their enthusiasm for collaborative projects, especially in community-centered initiatives. Extension services, which are key to SUCs’ engagement with local communities, are sometimes undervalued despite their profound impact on people’s lives. Studies suggest that faculty motivation to participate in these initiatives grows when they are supported through fair incentives and adequate resources (Medina, 2019). Clear guidelines, transparent reward systems, and sustained budget support for collaborative work can transform these challenges into lasting opportunities for faculty and students alike.

These partnerships also embody a broader commitment to community-centered development. Each SUC, through its research and extension programs, plays a unique role in the areas it serves, adapting resources to meet local needs and address relevant issues. Working together, SUCs can ensure that their educational offerings and community projects are responsive, relevant, and culturally sensitive. By pooling efforts, SUCs offer a united approach to addressing community concerns, contextualizing their knowledge and resources to serve as pillars of local support.

Sharing resources within these partnerships naturally involves shared responsibility. When SUCs collaborate, they not only prevent duplicated efforts but create a synergistic impact. The University of the Philippines (UP) and other large institutions with robust research capabilities, when in partnership with provincial SUCs, offer invaluable expertise and training in agriculture, climate resilience, and engineering. These connections help smaller institutions overcome resource limitations, bringing transformative learning and solutions to more remote areas and reinforcing the idea that academic progress is fundamentally tied to social development.

This collaborative spirit also marks a philosophical shift in education. Moving beyond academic competition, these partnerships reflect a mission of service—an understanding that education’s purpose is to build a stronger, more compassionate society. By working together, SUCs channel their efforts toward the collective good, emphasizing the principle of finding meaning and purpose in shared endeavors. This commitment is not merely academic but transformative, with SUCs empowering students and educators alike to see beyond individual achievement and contribute to nation-building.

The potential for deeper, more formalized collaboration remains bright. New initiatives like the UP State Universities and Colleges Collaboration Office (SUCCO) set a pioneering example, providing a structured pathway for cooperative programs and partnerships. As these alliances align with the Philippine Development Plan, they set the stage for a renewed public education system that produces skilled graduates and fosters a generation dedicated to reinvesting in their communities. Through this network of interconnected institutions, SUCs are helping students realize that their educational journey is both personal and part of a broader effort to uplift the nation.

In the end, SUCs across the country are living examples of the strength found in collaboration. By pooling intellectual and material resources, they create a sustainable model of education that goes beyond institutional benefits and transforms into a social good. The impact of this approach stretches beyond classrooms, setting an inspiring standard for what public education can achieve. In choosing connection, inclusivity, and shared excellence, SUCs are helping to shape a stronger, more resilient educational future.

At its core, collaboration among SUCs is a powerful reminder that when institutions come together with shared purpose and dedication, they build pathways to progress, where each step is strengthened by collective resolve.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.