Quality not Affordability

Enrollment rates for college students are slowly regaining their momentum from the aftereffects of the K-12 program due to the legislation that rendered higher tertiary education free.

Also, the increase in enrollees this school year was brought about by two sub factors. First, here was an influx of enrollees from the “marginalized sector” belonging to low-income households and those who stopped their studies early. Apparently, a college diploma is still appealing to them because it is still considered as one of the basic requirements in obtaining financially fulfilling jobs.

Second, the first batch of K-12 graduates who have successfully gone through the additional two years in high school.

According to CHED, President Duterte said, “As we bring education closer to poor students, we must also ensure that the quality of education is not compromised and that its benefits are cascaded to all,” upon launching the implementation of the free education program on January 13, 2018.

I commend the efforts of the government with the advancements of the free higher education law but will free tuition really promote the improvement of the quality of tertiary education especially in statefunded higher education institutions?

This cannot be guaranteed as the emergence of any government budgetary crisis might happen given that there are other government priorities that compete with education. Most of the times, support in the education sector is overlooked. The program might put a pressure on the government to sustain its support onto the very institutions that render the educational services.

In the presence of any budget deficits, teaching standards might subside. And when quality education is at stake, higher education institutions would expect a lackluster performance in producing professionals.

Come to think of it, the greatest issue in the higher education system is not so much of the affordability but the quality provided by it towards various industries. What industries critically need should be what planners of education systems should research about.

Having said all those, the next crucial step is to determine the whole picture of good quality education.

The Flemish Association for Development Cooperation and Technical Assistance (FADCTA) contributor to the quality of education in developing countries defines a good quality education as one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual wellbeings.

On the other hand, determining quality indicators in higher education is a contested issue as different countries have different rules and customs. Finally, I agree that the right to education is not merely about affordability or access to education but the right to receive an education of good quality