THE EFFECT OF THE BUDGET ALLOCATION OF THE

GOVERNMENT TO THE QUALITY OF EDUCATION OF

STATE UNIVERSITIES AND COLLEGES IN METRO
MANILA
Jul 28, 2015

Chapter One
Introduction
Background of the Study
Education is indeed an indispensable factor in the development of a
sustainable economy. In this regard, every state pursues to equip their people with
the necessary skills to help in building the nation. This can only be done, of course,
by proper training in educational institutions. In order to give every citizen the
opportunity to have education, the state provided it for free with the establishment of
public elementary and also secondary schools. This is in line with Article XIV,
Section I of the 1987 Constitution which requires the State to protect and promote
the right of all citizens to quality education at all levels and to take all appropriate
steps to make such education accessible to all.
In adherence to this constitutional mandate, the government has established
state universities to absorb the majority of the Filipino high school graduates and to
give them an opportunity to have a good future. In these state universities, tuition
fees are apparently cheaper than those of private universities and this is so because
the target enrollees of these state-owned universities and colleges are the havenots.
Since education is said to be an essential factor in the nation-building,
supposedly, the education sector should be receiving the major share of the
government budget. However, this is not the case. Apparently, the 2011 budget of
the state universities and colleges has been decreased by the government and now
it is under deliberation in congress for scrutiny and approval.
This paper entitled, The effect of the budget allocation of the government to
state universities and colleges in metro manila, aims to determine the consequences
of the insufficient budget allocation to state universities and colleges.
Brief History

The Philippine Educational System is a clear example of a boat sailing in a

body of changes and challenges. It has in fact followed the same pattern of
education as that of the rest of the world. It has passed through various stages of
development and undergone dramatic changes depicted in the various era of
educational evolution. Its long years of exposure and contact with the Spaniards,
Americans, and Japanese have created a spectrum of educational variations and
lines of emphasis.
The impact of the three colonizers is still reflected on the present-day
educational systems thinking and practices. The Educational Decree of 1863 made
possible the establishment of a complete secondary and collegiate levels of
instruction; the provision for government supervision and control of these schools;
and the establishment of teacher training institutions (Estioko, 1994). For almost 333
years, the Spaniards were successful enough propagating Christianity, thus making
the country as the only nation in Asia practicing the Catholic religion. The Americans,
for their part, laid down the foundation of a democratic system of education through
Act No. 74. The coming of the Thomasites not only facilitated the gradual easing of
feelings of rancor and animosity of the Filipinos towards the new colonizers but also
has infused in them the spirit of democracy and progress as well as fair play (Martin,
1980). More importantly, with academic English Language and Literature as their
focus, the American influence on the Filipino mentality has made the Philippines as
the third largest English speaking nation in the world. The countrys exposure to the
Japanese, though short-lived (1942-1945) has made the people realize the countrys
position as a member of the East-Asia Co-Prosperity Sphere, the true meaning of
establishment of a New Order in the Sphere (Martin, 1980).
Higher education in most developed countries and some less developed
countries has undergone considerable transformation. Many of them have adopted
selected aspects of the American model. But, the only country whose higher
education system was modeled almost totally upon the American model is the
Republic of the Philippines.
This was a natural, and indeed perhaps inevitable, consequence of almost a
half century of American presence in the Philippines. During this period, roughly the
first half of the 20 century, American officials there established public institutions
that formed the core of what later became public colleges and universities.
th

In structure, organization, degrees, curricula, teaching methods, governance,

faculty roles, and in other ways higher education in the Philippines resembled that in
America as it grew and developed, in private as well as public institutions. This was
further assured when, in 1902, the Americans required what all teaching in colleges
and universities be in the English language including hat in established institutions
which had previously taught in the Spanish language.

The Spanish, who occupied the Philippines as a colonial power for three and
one-third centuries, established several private colleges and universities but no tax
supported higher education. The Spanish-American War of 1698 centered on Cuba
but it also resulted in the U.S. displacing the Spanish in the Philippines. As soon as
hostilities subsided, the U.S. set about establishing free public elementary and
secondary education and developing plans for self government.
By 1901, the United States government had established elections of local
municipal officials and a national legislature. In 1934 the American Congress
approved Commonwealth status for the islands with complete independence to
come in 1946. In 1935 the Philippines people approved a constitution and became a
Commonwealth and in July 4 1946, the country gained complete independence.
From the beginning, United States policy emphasized the importance of
literacy. Soldiers who had battled in the Philippines in 1898 become teachers and
later more than 1,000 civilian teachers were brought from the U.S. to the islands to
staff the newly established public elementary schools.
The development of higher education came more slowly. The University of the
Philippines was established in 1908, and in 1909 its College of Agriculture 40 miles
southeast of Manila was added. Although teachers from the U.S. staffed the public
schools initially, the American government recognized the need for a trained cadre of
Filipino teachers and in 1901 established Philippine Normal School (in Manila),
which is today the Philippine Normal College. Between 1901 and 1926, eight
regional normal schools were established to train teachers for the public schools,
Initially, all nine of the normal school accepted elementary schools graduate to
prepare for teaching. In 1928, the Philippine Normal School began to accept only
secondary school graduates for two years of teacher preparation and later all of the
other eight normal schools followed.
Except for the University of the Philippines, the only baccalaureate degree
granting institutions up until World War II were private institutions. In 1949, the
Philippine Normal College became four-year institutions and began to grant
bachelors degrees.
The major emphasis in education during the American presence in the
Philippines was on elementary and secondary education and particularly
occupational preparation. Beginning in 1901, farm schools, technical and trade
schools, rural high schools, and other vocational schools were established
throughout the islands. Most of these included elementary and secondary programs
but some also offered post-secondary vocational training of less-than-college level.
In the Philippines, public higher education developed slowly and late. As
noted, the University of the Philippines was the bachelors degree granting public
institution until 1949 when the Philippine Normal College became a four-year

institution. In addition to the private colleges and universities established during the
Spanish reignall by religious ordersa considerable number of private colleges
was established during the American period (1898-1946). Most of them closed
during the Japanese occupation in World War II but reopened soon after liberation.
The pent-up demand for college education at the end of the World War II
resulted in the rapid establishment of private colleges. Some of these were
established by religious groups but some were established as non-sectarian
institutions including a number as profit making ventures. As in America, many of
these were business schools and other occupationally oriented schools, but some of
them were liberal arts and general institutions. Many of the general and liberal arts
colleges, universities, medical schools, law schools and other institutions that make
up the higher education system of the country were established for profit. But the
profit-making potential of general and liberal arts institutions is declining.
Today, the Philippine School system is said to be one of the largest in the
world. The Congressional Commission on Education Study, popularly known as the
EDCOM Report disclosed that enrolment at all levels was 16.5 million as of 1991.
Recent statistics from the Department of Education (DepEd) alone reveals that as of
Curriculum Year 2000-2001, the combined enrolment size in the basic education
system 19,138,635 indicating the dramatic increase in and demand for education in
the country. This is the resulting scenario of the countrys Education for All policy and
the explicit provision of the 1987 Philippine Constitution, to wit:
The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such
education accessible to all.
Further, Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural right of parents to
rear their children, elementary education is compulsory for all children of school age.
With only 10 years of pre-university education, the shortest in East Asia (as
compared to the longest, 13, of countries like Japan, Hong Kong, Singapore, Brunei
Darussalam, Malaysia, Sri Lanka, and Cambodia) (Manila Times, 1994), the
Philippines follows the 6-4-4 Plan of education. The 6 years elementary schooling
and the 4 years of secondary education are under the control, regulation and
supervision of the Department of Education (DepEd). The concept of resource
dependency explains why the Education Department exercises supervision and
regulation over 7,444 private schools in the country as compared to its power to
control, regulate and supervise the operations of 40,336 public elementary and
secondary schools (DepEd Fact Sheet, 2001).
The Congressional Commission on Education (EDCOM) Report provided the
impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the
Commission on Higher Education (CHED) and the Technical Education and Skills

Development Authority (TESDA), respectively. The tri-focalization approach in the

management of the present-day education in the Philippines refocused the DepEds
(RA 9155) mandate to basic education which covers elementary, secondary and
non-formal education. TESDA now administers the post secondary, middle-level
manpower training and development while CHED is responsible for higher
education.

Related Articles
According to Walfish (2001), 25 percent of the student-age population in this
former American colony is enrolled in higher education, one of the highest
proportions in developing countries in Asia. He stated that educators agree that even
as neighbors like Malaysia, Singapore, and Thailand have strengthened their
economies through investments in higher education over the past two decades,
Philippine colleges are not meeting the needs of students or the country's economic
development and only a handful of universities approach the best international
standards, and they are increasingly off limits to all but the rich.
He commented that higher education is very basic. Students typically enter
college at the age of 16 or 17, having had only 10 years of schooling, not 11 or 12 as
in other countries. Additionally, faculty are not well-trained; in the entire highereducation system, only about 8 percent of instructors have doctorates, according to
government statistics, compared with 67 percent of full-time faculty members at
American postsecondary institutions.
Further, he said that many students--at least 60 percent, judging from figures
from the government's Commission on Higher Education--drop out before
graduating, often because of financial difficulties. Plenty of others graduate, but don't
pass the country's licensing examinations.
Charles B. Currin, lead education specialist with the Asian Development Bank
in Manila, sums up the progress of students through colleges and universities: "One
thousand enter the first year, 300 graduate, 50 take the exam, 20 pass." The result
is that while Malaysia and Singapore are building up their corps of engineers and
information-technology professionals, the Philippines is churning out graduates who
wind up doing work far below the level for which they were supposed to have been
trained.
In an excerpt from School Reform in the New World (1996), Navarro, in her
paper Educational Reform in the 21 Century identified the following global reforms
in both the lower and higher education levels. Decisions made by educational
planners and classroom teachers are articulated as curriculum policies and
structure, implementation strategies, evaluation procedures and research activities.
st

The way these decisions are made and formulated is based on specific variables
operating in the internal and external environments of the education sector. The socalled internal and external enablers, as used by Ornstein and Hunkins (1988) have
made reforms in the Philippines possible and have rendered these reforms
theoretically grounded. These enablers are gathered and culled by educational
agencies from school records, research outputs, textbooks and references and other
empirically grounded documents available in the field. External Enablers include
legislation, public opinion, education studies, technological advances, societal
demands, and industry demands. Internal Enablers, on other hand, refer to research
findings, national testing, new leadership, accreditation, cross-country evaluation
and available funds.
According (Bullough et al.,1996) to educational systems face multiple and
diverse problems, among them, that of resources. Schools and school systems are
being challenged to develop new educational paradigms that will ensure survival
and stability and at the same time effect the four pillars of education (Delors, 1996),
namely, learning to know, learning to do, learning to be and learning to live together.
Such a tall order according to Trow (1994), calls for soft managerialism, which
refers to the maximum effective use of available resources. On the other hand, hard
managerialism involves redirecting program efforts through the adoption of new
management systems, which call for a high degree of openness in school sectors
and a kind of systems thinking characterized by alignment of delivery and
attunement of values and value systems. In so doing, educational systems become
more responsive and resilient (El-Khawas, 2001); capable of preserving and
strengthening quality (Thorens,1996) and effecting reconstruction efforts (Castillo,
1987); and pursuing quality, equality and equity, institutional diversity, regional
development, flexible curricula, stable financing, evaluation and innovation,
governability, social relevance and internationalization (Gomez, 1999; Holtta &
Malkki, 2000).
Apparently, in the recent news concerning the SUCs budget, An estimated
1,200 students walked out of their classes on Friday from various schools in Metro
Manila to protest the inadequate state subsidy" for state colleges and universities
(SUCs), denouncing the Aquino administration for its abandonment of the education
sector."
Meanwhile, simultaneous actions also took place in other schools outside
Metro Manila, organized by the National Union of Students of the Philippines
(NUSP), against the states abandonment of its responsibility to ensure quality and
accessible education for the youth."
Several hundred students walked out of their classes in Ilocos, Baguio, Bicol,
Cebu, Iloilo, and Davao, among others, to join the nationwide protest action,
according to NUSP.

In his August 24 address to Congress, Aquino stated that P23.4 billion had
been allocated for the countrys 112 state universities and colleges (SUCs) in 2011,
a figure 1.7 percent lower than the P23.8 billion budget for 2010.
We are gradually reducing the subsidy to SUCs to push them toward
becoming self-sufficient and financially independent, given their ability to raise their
income and to utilize it for their programs and projects," said Aquino in his 2011
budget message.
But in a Thursday press release, the Department of Budget and Management
(DBM) said that the budget for SUCs is actually higher by P2.4 billion or 11.3% as
compared to its budget in 2010, primarily due to the implementation of the Salary
Standardization Law III."
Still, the budget allotted for SUCs is clearly inadequate for their operations,
said Kabataan party list (KPL) Rep. Raymond Mong" Palatino, who also joined the
rally. Students gathered at the University of Santo Tomas (UST) in the early
afternoon and marched across Chino Roces bridge to Mendiola, where a police
barricade was waiting. A brief scuffle ensued as students pushed down barbed-wire
barricades, although they didnt go beyond the closed gates of the Mendiola peace
arc, which blocked the road to Malacaang. At least 20 policemen were deployed to
the rally, which culminated with the burning by protesters of an effigy of President
Benigno Aquino III. Overall, the demonstration was largely peaceful, said the
organizers. Students from the University of the Philippines (UP) Diliman, UP Manila,
the Philippine Normal University (PNU), and the Polytechnic University of the
Philippines (PUP) took the lead in the Metro Manila action, along with militant youth
organizations such as the League of Filipino Students and Anakbayan. UP and PNU
are among the top five SUCs set to receive the largest budget cuts. The budgets for
UP and PNU will be reduced by P1.39 billion, a decrease of 20.11 percent from 2010
to 2011; and P91.35 million, a 23.59 percent decrease, respectively. The other three
schools in the list are Aurora State College of Technology, with a 22.21 percent
budget decrease; Cerilles State College, with its budget slashed by 21.95 percent,
and the University of Southeastern Philippines, with a budget cut of 20.03
percent. Dwindling state subsidy
The United Nations Educational, Scientific and Cultural Organization
(UNESCO) recommends that six percent of a countrys gross domestic product
(GDP) be allotted to the education sector. Based on the UNESCO standard, and
measured against the Philippines GDP for 2009, the budget for the education sector
should be around P460 billion. However, the Aquino administration has allocated
P207.3 billion for the Department of Education and P23.4 billion for SUCs, a total of
only P230.7 billion. Also, according to KPL data, the real value" of state subsidy for
education has dwindled steadily over the past decade, based on the 2000 consumer
price index. Conversely, the total revenue generated by SUCs from tuition and other
student fees has sharply risen, from P1.16 billion in 2000 to P7.78 billion in 2010,

according to KPL. The party lists figures show that a decade ago, only 6.6 percent
of SUCs budget came from the students; today, the tuition and other fees paid by
students account for 22.1 percent of the budget of SUCs. These measures by
school administrations to internally generate their own income are a betrayal" of
students, UP Student Regent Cori Co said. Aquino throws around euphemisms like
self-sufficiency and financial independence to cloak the governments
shortcomings in passing on its responsibility to private entities, at the risk of limiting
public access to quality education," stated the Philippine Collegian, UPs official
publication, in an editorial distributed during the rally. Tertiary education as a right
Budget secretary Florencio Abad explained in a statement however that with
scarce public funds available, the government had to prioritize closing the resource
gaps in basic education, among others." He further added that in as much as they
want to add more subsidies for SUCs, however, the government is compelled to
fund other important needs such as the basic education. Incidentally, the present
administration has increased the DepEd budget from P185.5 billion in 2010 to
P207.3 billion in 2011. On the other hand, students disagree saying that there
should be no distinction between basic and tertiary education because both are for
public good. Moreover, they said that higher education should not be merely a
privilege for those who can afford it, but should be accessible to the poor.

Chapter Two
Presentation of Data
In Metro Manila, there are eight state universities and colleges namely
Eulogio Amang Rodriguez Institute of Science and Technology (EARIST), Marikina
Polytechnic College (MPC), Philippine Normal University (PNU), Philippine State
College of Aeronautics (PSCA), Rizal Technological University (RTU), Technological
University of the Philippines (TUP), Polytechnic University of the Philippines (PUP),
and the University of the Philippines System (UP).
The researchers purposely limited its scope to SUCs in Metro Manila because
SUCs in Metro Manila are experiencing substantially the same situation with those
of SUCs outside Metro Manila.

Table 1

Table 1 shows the budget allocation of Eulogio Amang Rodriguez Institute

Science of Technology. In 2008, the budget was P 96, 7555, 000. 00. In 2009, it was
increased to P 114, 651, 000.00. However, in 2010, the budget was decreased by P
1, 757, 000.00 and currently, the budget allocated is P 112, 894, 000.00.
Table 2

Table 2 shows that the budget allocation for Marikina Polytechnic College
from 2008 to 2010. In 2008, the budget allocated was P 51, 518, 000. 00. In 2009, it
was increased to P57, 340, 000.00. In 2010, it was increased again to P 65, 694,
000. 00.
Table 3

Table 3 shows the budget allocated from year 2008 to 2010 in Philippine
Normal University. In 2008 the budget allocated was P 277, 959, 000. 00. In 2008, it
slightly increased to P 284, 931, 000. 00. From the budget allocated in year 2009, it
was increased again to P 378, 233, 000.00.
Table 4

Table 4 shows the budget allocated to PSCA. In the year 2008, the budget
allocated was P 60, 181, 000. 00. It was decreased to P 57, 375, 000. 00 in the year
2009. In 2010, the budget was decreased again to P 56, 462, 000. 00.
Table 5

Table 5 shows how the budget decreased from 2008 to 2010. It started with a
budget of P 157, 644, 000. 00 in 2008. It was decreased to P 148, 939, 000. 00 in
2009. In 2010, the budget was decreased again to P 146, 665, 000. 00.
Table 6

This table shows the budget allocated in Technological University of the

Philippines from 2008 to 2010. The budget allocated in 2008 was P 319, 459, 000.
00. In 2009, it was increased to P 384, 265, 000. In 2010, the budget allocated
slightly decreased to P 6, 916, 801, 000. 00
Table 7

This table shows the budget allocated to the University of The Philippines
from year 2008 to 2010. The budget allocated in 2008 was P 6, 232, 649, 000. 00. In
2009, the budget allocated was increased to P 7, 058, 087, 000. 00. However, in
2010, the budget was slightly decreased to P 6, 916, 801. 000. 00.
Table 8

Table 8 shows the budget allocated from year 2008 to 2010. In 2008 the
budget allocated was P 544, 560, 000. 00. In 2009, it was increased to P 665, 391,
000.00. However, this year, it slightly decreased to P 640, 447, 000. 00.
In sum, there are only two state universities who have an increased budget in
2010: the Marikina Polytechnic College and Philippine Normal University. The rest
had their budget decreased.

Table 9

This table shows the budget allocation of the government to state universities
and colleges from 2008-2010. Based from this, there was a sudden increase in the
budget during 2009 and afterwards, it slightly decreased in 2010.

However, apparently, the 2011 budget for state universities and colleges is
being cut. Consequently, it has been receiving strong opposition from public school
students from the different state universities.
Economic Issues
The economic issue involved in this study is the effect of the insufficient
budget of the university to the quality of education of state universities. There is no
problem if public tertiary schools are being funded well just like in the United States.
But the reality is that their budget is not enough and as a consequence, the quality
of education that public school students need is being compromised.

Relevance of the Topic

Our topic aims to assess if the appropriation of budget to State Universities
and Colleges is sufficient to the needs of the SUCs especially the scholars of our
country. It will determine the effects of an insufficient budget allotted to state
universities and colleges to the quality of education that they provide to students.
Our study can be used by the Executive branch, legislators and administrative
officials of SUCs if the allocated budget of the national government is sufficient.
The executive branch is the one who proposes the budget for the SUCs.
The legislators/lawmakers are the one who deliberate and approve the budget
for its scrutinization.
The administrative officials are the one who manages for its use and
disbursement.
Our study is relevant in todays issue, the 2011 budget of the SUCs has been
decreased by the executive branch and is now subject to the approval of Congress.
Problems and Solutions
While the Philippine Constitution upholds the right of every citizen to have free
access to education, such constitutional provision is becoming a mere text not
having any truthfulness. The Philippine government is supposed to provide free
education to all Filipinos especially to the poor but at the same time, not
compromising its quality. However, the apparent situation of state universities and
colleges suggest that the government overlooks what their needs really are. And this
can be seen by the budget appropriations for them.

As presented above, in year 2010, the budget of state universities in Metro

Manila has decreased and in year 2011, the budget is still being cut to the point of
dismay of many students. This decreasing budget for SUCs creates a negative
impact.
For purposes of this study, the researchers have determined five facets that
are being affected by the low budget allocated to SUCs.
Facilities
An insufficient budget results to poor facilities. In state universities and
colleges, their facilities are not at par with those of private universities. A typical SUC
has substandard comfort rooms and relatively small class rooms with no proper
ventilation. In the University of the Philippines, the undergraduate chemistry
laboratories have filthy-looking sinks and chipped tables; paint peels in dimly lit halls.
Titos Anacleto O. Quibuyen, the chairman of the Institute of Chemistry expressed his
frustration saying that while they are teaching largely theoretically, they do not have
the kit or the facilities to do their experiments. He added that UP is short of research
equipment although it is the countrys best research university. He lamented that
their equipment is good only for ten students. Further, some of the instruments for
determining a substance's chemical structure are so scarce that researchers have to
line up to use them, and others, like nuclear magnetic resonance spectrometers,
which most professional organic chemists would use several times a day, are
absent.

Faculty
It is said that if you want to be the best, you need to be taught by the best.
This suggests that the importance of a competent faculty is undeniable. However,
the support from the government is apparently lacking as to the teachers welfare.
One of the biggest complaints in public tertiary education: Government-assigned
faculty salaries are not competitive; so many teachers must supplement their income
by moonlighting. When what faculty members can earn at a consulting job is three
times what they can earn at the university, the result is to neglect their teaching. And
this situation greatly affects the students. Low salaries also prompt competent
faculty members to transfer to private schools; worse, they opt to have teaching
stints abroad in search of a greener pasture.
Tuition fees

With the rising cost of education in private schools, students look forward to
enrolling at the state-run universities and colleges, but with the budget cut, these
SUCs have no other recourse but to also increase tuition to compensate for its
meager budget. This means higher cost of education in public schools.
To augment its meager budget, the University of the Philippines has increased
fees in graduate courses; laboratory fees from P50 to P600 in specific colleges
(departments); and imposed exorbitant fees like late registration fee and change of
matriculation fee. After 13 years of implementation of the Socialized Tuition and
Financial Assistance Program (STFAP), tuition in UP increased from P17 to P300
per unit with 83.6 percent of the students ending up paying full tuition. With this
scheme, the university has generated P340.767 million in 2003 and P341.226
million in 2004.
A primer from the Office of the Student Regent-University of the Philippines
and the Katipunan ng mga Mag-aaral sa UP (KASAMA sa UP) reveals proposals to
increase laboratory fees in UPs units in Diliman, Manila and Mindanao. At the
College of Mass Communications in UP Diliman, there are plans to increase
laboratory fees in Film subjects from P100 to P400, but in one particular subject the
increase is P2,000. In UP Manila, the dental laboratory fee is seen to increase from
P2,500 to P11,000.
In this regard, they say that The Iskolar ng Bayan has now become a paying
scholar.
Academic Programs
A meager budget results to closure of degree programs being offered to
students. Such a situation is tantamount to depriving Filipino students of their right to
achieve their chosen profession.
Student Enrollment
Public schools tend to have a bigger student population than private
universities due to cheaper tuition fee rate. However, because of the budget cut of
SUCs, enrollment in public schools seem to become smaller. Since there is
insufficient budget for SUCs, the result is the imposition of higher tuition fee rate and
with this, poor students tend to just drop out and not pursue their education
anymore. This, of course, reduces the number of expected enrollees of state
universities and colleges. Also, a meager budget would prompt SUC administrators
to limit their enrollment in order to ensure that each student will get a slice of the
budget.

Solution
The only way to solve the problems presented above is to increase the
budget allocated to state universities and colleges. There shall be no distinction to
SUCs and public secondary and elementary schools. If SUCs budget is not higher
than public secondary and elementary schools, then it shall be equal to them.

ChapterThree
Summary and Conclusion
Indeed, education is an indispensable factor in the growth of the nation.
Consequently, it needs full support from the government through appropriate budget
allocation. This is the ideal set-up. On the contrary, the reality is that public schools
particularly state universities and colleges are lacking full support from the
government as they experience cuts from their budget. Such results to dismal
problems in their facilities, faculty, tuition fees, academic programs and student
enrollment and these problems affect, of course, no other than the poor Filipino
students who are eagerly hoping for a brighter future.

Chapter Four
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Walfish, D. (2001). Higher Education in the Philippines: Lots of Access,
Little Quality. Chronicle of Higher Education, 48 (2), A60. Retrieved
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