Education in the Philippines

Education in Philippines

Department of Education Commission on Higher Education
Secretary of Education Chairwoman of Higher Education	Armin Luistro Patricia Licuanan
National education budget (2011–2012)
Budget	PH₱ 192.09 billion (US$ 4.58 billion)
Per student	PH₱ 5,915 (US$138)
General details
Primary languages	Filipino, English
System type	National (public and private)
Re-establishment of the department	1947
Enrollment (2011–2012)
Total	25,700,000 (primary and secondary only)

During the period of governance of Spain and the United States, education in the Philippines changed radically, mostly modeled on the system of education in the United States of the time. After gaining independence in 1946, the system were no longer automatically applied in the Philippines, which has since moved in various directions of its own.

Filipino children may enter preschool at the ages of three to four, starting from nursery, and kindergarten. At the ages of six to seven, children enter elementary school for six or seven (on selected schools) years. This is followed by the high school, for four years. Students may then sit for the College Entrance Examinations (CEE), after which they may enter tertiary schools for two to five years.

Ancient times

Further information: Ancient Philippine scripts and Baybayin

In pre-Spanish times, education was informal unstructured in some areas. Children were provided more vocational training but less academics by their parents and in the houses of their tribal tutors. They were using a unique system of writing known as the Baybayin. When the Spanish arrived in Manila, they were surprised to find a population with a literacy rate higher than the literacy rate of Madrid.

Spanish period

Main article: Philippines education during Spanish rule

Under the Spanish colonizers, education of indigenous population was initially left to religious orders, with primary education being overseen by parish friars who generally tolerated the teaching of only religious topics. The friars, recognizing the value of a literate indigenous population, built printing presses to produce material in Baybayin. The friars, made tremendous efforts to educate the native population by them learning the local languages and the Baybayin script to better communicate with the locals. The Spanish missionaries established schools immediately after reaching the islands and wherever they penetrated, church and school went together. There was no Christian village without its school and all young people attended.

The Augustinians opened a school in Cebu in 1565. The Franciscans in 1577 immediately took to the task of teaching the natives how to read and write, besides industrial and agricultural techniques. The Jesuits in 1581 also mainly concentrated on teaching the young. They were followed by the Dominicans in 1587, who started a school in their first mission at Bataan.

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and after the suppression of the Jesuits was incorporated into the University of Santo Tomás as the College of Medicine and Pharmacy.

The Chinese language version of the Doctrina Christiana (Christian Doctrine) was the first book printed in the Philippines in about 1590 to 1592. A version in Spanish, and in Tagalog, in both Latin script and the commonly used Baybayin script of the Manila Tagalogs of the time was printed in 1593.

In 1610 Tomas Pinpin a Filipino printer, writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his famous Librong Pagaaralan nang mga Tagalog nang Wicang Castila, that was meant to help Filipinos learn the Spanish language. The prologue read:

“

Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge. Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it.

”

In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public university in the Philippines. The Colegio de San Ildefonso was founded in Cebu by the Society of Jesus in August 1, 1595 but was closed down after the expulsion of the Jesuits in 1769. On April 28, 1611, the University of Santo Tomas was founded in Manila as the Colegio de Nuestra Señora del Santísimo Rosario.

By the end of the 16th century, several religious orders had established charity hospitals all over the archipelago and provided the bulk of this public service. These hospitals also became the setting for rudimentary scientific research work on pharmacy and medicine.

The Jesuits also founded the Colegio de San José in 1601 and took over the management in what became Escuela Municipal (1859, later renamed Ateneo Municipal de Manila in 1865). The Dominicans on their part had the Colegio de San Juan de Letrán in 1620 in Manila.

Access to education by all Filipinos was later implemented through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary education was free and available to every Filipino regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict, they were not religious schools, but schools established, supported and maintained by the Spanish Government. and free and the teaching of Spanish was compulsory. In 1866, the total population of the Philippines was only 4,411,261. The total public schools was 841 for boys and 833 for girls and the total number of children attending these schools was 135,098 for boys and 95,260 for girls. In 1892, the number of schools had increased to 2,137, 1,087 of which were for boys and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.

As a result of the implementation of public education, a new social class of educated Filipinos arose, that came to be known as the ilustrados. This new enlightened class of Filipinos would later lead the Philippine independence movement, using the Spanish language as their main communication method. Among the ilustrados who had also studied in Spain were José Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who were to lead later the cause of Filipino self-government and independence.

Cover of Doctrina Cristiana

First Republic

The defeat of Spain by American forces paved the way for a new government. The schools maintained by Spain for more than three centuries were closed for a short period but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the Philippine–American War the interfered with action to realize that mandate.

American period

Main article: Philippines education during American rule

Further information: Thomasites

An adequate secularized and free public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines more than 1,000 teachers from the United States called the Thomasites between 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools. The same law established the Philippine Normal School (now the Philippine Normal University) to train Filipino teachers for the public schools.

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

The emergence of high school education in the Philippines islands, however, did not happen until 1910, caused by the rise in big businesses and technological advances in factories and the emergence of electrification that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.

Two decades later, enrollment in elementary schools was about 1 million from a total of about 150,000 in 1901, and about 100,000 in high school from a total of less than 20,000 in 1901.

After World War II

In 1947, by the virtue of Executive Order No. 94, the Department of Instruction was changed to "Department of Education." During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

Marcos era

In 1972, the Department of Education became the Department of Education and Culture by Proclamation 1081.

Following a referendum of all barangays in the Philippines from January 10–15, 1973, on January 17, 1973 President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to:

• foster love of country;
• teach the duties of citizenship; and
• develop moral character, self-discipline, and scientific, technological and vocational efficiency.

On September 24, 1972, by PD No 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices.

In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the Ministry of Education and Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal and nonformal education at all levels. Section 29 of the Act sought to upgrade education institutions' standards to achieve quality education, through voluntary accreditation for schools, colleges, and universities. Sections 16 & 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. The Act also created the Ministry of Education, Culture and Sports.

Fifth Republic

On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines.

In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports . The structure of DECS as embodied in EO No. 117 remained practically unchanged until 1994.

On May 26, 1988 Congress enacted Republic Act 6655, the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 1988–1989. On May 26, 1988 Congress enacted RA 6655 which made free public secondary education to become a reality.

On February 3, 1992, Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government.

The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On May 18, 1994, Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On August 25, 1994, Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and supervises non-degree technical-vocational programs. DECS retained responsibility for all elementary and secondary education. This threefold division became known as the trifocal system of education in the Philippines.

The trifocal education system of the Philippines

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens.

In January 2009, DepEd signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.

In 2005, the Philippines spent about US$138 per pupil compared to US$1,582 in Singapore, US$3,728 in Japan, and US$852 in Thailand.

School grades

There are three stages of compulsory education in the Philippines. These are:

• Preschool and elementary — consists of 7 years of education.
• Junior high school — consists of 4 years of education.
• Senior high school — consists of additional 2 years of education.

Level or grade	Typical age	Notes
Preschool
Kindergarten	Up to 6	The first level of compulsory education in the Philippines.
Elementary school
Grade 1	6–7	—
Grade 2	7–8	—
Grade 3	8–9	—
Grade 4	9–10	—
Grade 5	10–11	—
Grade 6	11–12	—
Junior high school
1st Year or Freshman	12–13	Grade 7 in some schools.
2nd Year or Sophomore	13–14	Grade 8 in some schools.
3rd Year or Junior	14–15	Grade 9 in some schools.
4th Year or Senior	15–16	Grade 10 in some schools.
Senior high school
1st Year	16–17	Grade 11 in some schools.
2nd Year	17–18	Grade 12 in some schools.
Post-high school education
Tertiary education	Ages vary	Usually four years, referred to as Freshman, Sophomore, Junior and Senior.
Vocational education	Ages vary	—
Graduate education
Adult education

Primary school

A photograph of a tarpaulin showing the different shifts for students in H. Bautista Elementary School in Marikina, Metro Manila. Starting in the 2010–11 school year, different year levels are given different class hours and are scheduled to go to school in different shifts to compensate the lack of school buildings, teachers, and materials.

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note distance from road (centre left).

Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is via this one hour mud climb. Viewed December 2008.

Primary school in the Philippines, more commonly known as "elementary school" or "grade school" (Filipino: paaralang elementarya, sometimes mababang paaralan) consists of six levels, with some schools adding an additional level (level 7). The levels are grouped into two primary subdivisions: primary-level, which includes the first three levels, and intermediate-level, which includes the last three or four levels.

Primary education in the Philippines covers a wide curriculum. The core subjects (major subjects) include Mathematics, Sciences, the English and Filipino languages, and Makabayan (Social Studies, Livelihood Education, Values). Other subjects include Music, Arts, and Physical Education. Starting at the third level, Science becomes an integral part of the core subjects. On December 2007, Philippine president Gloria Macapagal Arroyo announced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008. That announcement has not yet come into effect. In private schools, subjects include Mathematics, English, Science, Social Studies, Basic Computer, Filipino, Music, Arts and Technology, Home Economics, Health, Physical Education, and in Catholic schools, Religion or Christian Living. International schools and Chinese schools have additional subjects, especially in their language and culture.

DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology, Home Economics and Livelihood Education. Article XIV, Section 7 of the 1987 Philippine constitution mandates that regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein. As a result, the language actually used in teaching is often a polyglot of Filipino and English with the regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so in Tagalog areas (including Manila), Filipino is the foundational language used. Philippine regional languages are also used outside Manila in the teaching of Makabayan. International English language schools use English as the foundational language. Chinese schools add two language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall be promoted on a voluntary and optional basis. Following on this, a few private schools mainly catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools.

Until 2004, primary students traditionally sat for the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was intended as a measure of a school's competence, and not as a predictor of student aptitude or success in Secondary school. Hence, the scores obtained by students in the NEAT were not used as a basis for their admission into Secondary school. During 2004, when DECS was officially converted into the Department of Education (DepEd), and also, as a result of some reorganization, the NEAT was changed to National Achievement Test (NAT) by the Department of Education (DepEd). Both the public and private elementary schools take this exam to measure a school's competency. As of 2006, only private schools have entrance examinations for Secondary school.

The DepEd expects over 13.1 million elementary students to be enrolled in public elementary schools for school year 2009–2010.

Though elementary schooling is compulsory, latest official figures show 27.82% of Filipino elementary-aged children either never attend or never complete elementary schooling, usually due to the absence of any school in their area, education being offered in a language that is foreign to them, or financial distress. In July 2009 DepEd acted to overcome the foreign language problem by ordering all elementary schools to move towards mother-tongue based learning initially. The order allows two alternative three-year bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are to be phased in as the language of instruction for other subjects beginning in the third and fourth grades.

Secondary education

PSHS Main Campus. Note the disparity between rural and urban education facilities in the Philippines.

Secondary school in the Philippines, more commonly known as "high school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on the American schooling system as it was until the advent of the comprehensive high schools in the US in the middle of last century. The Philippine high school system has not moved much from where it was when the Philippines achieved independence from the US in 1946. It still consists of only four levels with each level partially compartmentalized, focusing on a particular theme or content.

DepEd specifies a compulsory curriculum for all high schooling, public and private. The first year of high school has five core subjects, Algebra I, Integrated Science, English I, Filipino I, and Philippine History I. Second year has Algebra II, Biology, English II, Filipino II, and Asian History. Third year has Geometry, Trigonometry, Chemistry, Filipino III, and World History and Geography. Fourth year has Calculus, Advanced Algebra, Physics, Filipino IV, Literature, and Economics. Minor subjects may include Health, Music, Arts, Technology and Home Economics, and Physical Education.

In selective schools, various languages may be offered as electives, as well as other subjects such as computer programming and literary writing. Chinese schools have language and cultural electives. Preparatory schools usually add some business and accountancy courses, while science high schools have biology, chemistry, and physics at every level.

Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was based on the American SAT, and was administered by DepEd. Like its primary school counterpart, NSAT was phased-out after major reorganizations in the education department. Now the National Achievement Test is administered to second year students. Higher education institutions, both public and private, administer their own College Entrance Examinations (CEE). Vocational colleges usually do not have entrance examinations, simply accepting the Form 138 record of studies from high school, and enrolment payment.

The Department of Education proposes an additional two years of compulsory education, that, is called K+12 program. This program has been criticized by parents of students in kindergarten (that is expected to enter the grades 11 and 12) because it may be expensive and 'only an impediment to the students'. But the government wanted to continue this program amid of these complaints, because 'it will improve the quality of education and improve the literacy rate in the country'.

Technical and vocational education

Technical and vocational education is offered to enhance students' practical skills at institutions usually accredited and approved by TESDA. Institutions may be government operated, often by provincial government, or private. The vast majority are privately operated and most call themselves colleges. They may offer programs ranging in duration from a couple of weeks to two year diploma courses. Programs can be technology courses like automotive technology, computer technology, and electronic technology; service courses such as caregiver, nursing aide, hotel and restaurant management; and trades courses such as electrician, plumber, welder, automotive mechanic, diesel mechanic, heavy vehicle operator. Upon graduating from most of these courses, students may take an examination from TESDA to obtain the relevant certificate or diploma.

Tertiary education

Main article: Higher education in the Philippines

Tertiary education in the Philippines is increasingly less cosmopolitan. From a height of 5,284 foreign of students in 1995–1996 the number steadily declined to 2,323 in 2000–2001, the last year CHED published numbers on its website.

Other schools

There are other types of schools such as private schools, preparatory schools, international schools, laboratory high schools and science high schools. Several foreign ethnic groups, including Chinese, British, Americans, Koreans, and Japanese operate their own schools.

Chinese schools

Chinese schools add two additional subjects to the core curriculum, Chinese communication arts and literature. Some also add Chinese history, philosophy and culture, and Chinese mathematics. Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese art as part of their curriculum. Religion also plays an important part in the curriculum. Some Chinese schools were founded by American evangelists. Some Chinese schools have Catholic roots.

Islamic schools

In 2004, the Department of Education adopted DO 51 putting in place the teaching of Arabic Language and Islamic Values for (mainly) Muslim children in the public schools. The same order authorized the implementation of the Standard Madrasah Curriculum (SMC) in the private madaris (Arabic for schools, the singular form is Madrasah).

While there has been recognized Islamic schools, i.e. Ibn Siena Integrated School (Marawi), Sarang Bangun LC (Zamboanga) and Southwestern Mindanao Islamic Institute (Jolo), their Islamic studies curriculum varies. With the DepEd-authorized SMC, the subject offering is uniform across these private Madaris.

Since 2005, the AusAID-funded DepEd-project Basic Education Assistance for Mindanao (BEAM) has assisted a group of private madaris seeking government permit to operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered throughout Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math and Makabayan) and the teaching of Arabic and Islamic studies subjects.

• Region XI – Pilot Integrated Madrasah (Davao Oriental), Al-Munawwara Islamic School(Davao City)
• Region XII – WAMY Academy (Gensan), Kumayl LC (Koronadal), Darul Uloom (Tamontaka, Cotabato City), Al-Nahdah Academy (Campo Muslim, Cotabato City), SKC Madrasah Abubakar (Bagua, Cotabato City) and Sultan Kudarat Academy (Sinsuat Ave, Cotabato City)
• ARMM (Marawi City) – Jamiato Janoubel Filibbien, Jamiato Marawi al-Islamia, Khadijah Pilot Madrasah, Princess Jawaher IS.
• ARMM (Lanao del Sur) – Ma'ahad Montashir (Dayawan,Masiu), Ma'had Aziziah and Sha'rawi LC (Butig), Madrasah Falah al-Khayrie (Lumba Bayabao), Ma'had Lanao (Malabang), As-Salihein Integrated School (Tamparan), others.
• ARMM (Maguindanao Valley) – Ibn Taymiyyah Academy (Shariff Kabunsuan), Ma'had Maguindanao (Ampatuan), Madrasah Datu Tahir (Mamasapano), Ma'had Rahmanie Al-Islamie (Sharif Aguak). Through the philanthopy of Governor Datu Andal Ampatuan and his family, Ma'had Rahmanie is being re-designed and re-constructed to position it to become the premier institution of integrated learning in the ARMM. When the whole infrastructure development is done, it will be renamed Shariff Aguak Ibn Ampatuan Memorial Academy.
• ARMM (Island Provinces) – Ma'had Da'wah (Lamitan City), Kulliyato Talipao (Talipao, Sulu), CHILD Madrasah (Bongao, Tawi-Tawi). The CHILD Madrasah is a special project and laboratory school of the MSU-TCTO College of Islamic and Arabic Studies (CIAS).

For school year 2010–2011, there are forty-seven (47) madaris in the ARMM alone.

• 1. Ibn Taymiyah Foundation Academy, Simuay, Sultan Kudarat, Maguindanao
• 2. Maahad Minabay Karim Al-Islamie, Minabay, Buldon, Maguindanao
• 3. Sharif Awliya Academy (Main), Bugawas, Datu Odin Sinsuat, Maguindanao
• 4. Sharif Awliya Academy (Annex), Capiton, Awang, Datu Odin Sinsuat, Maguindanao
• 5. Shariff Aguak Ibn Ampatuan Islamic Memorial Academy, Pob. Shariff Aguak, Maguindanao
• 6. Maahad Datu Tahir Al-Arabie Al-Islamie, Mamasapano, Maguindanao
• 7. Ma'ahad Montashir Al-Islamie, Inc., Dayawan, Masiu, Lanao Sur
• 8. Maahad Camalig Al-Islamie, Camalig, Marantao, Lanao Del Sur
• 9. As-Salihien Integrated School Foundation, Inc., Maliwanag, Tamparan, Lanao Del Sur
• 10. Maahad Falah El-Khairie- Pilot Madrasah, Bacolod, Lumba-Bayabao, Lanao Del Sur
• 11. Maahad As-Saqafah Al-Islamie, Dibarusan, Madalum, Lanao Del Sur
• 12. Maahad Madalum Al-Islamie Pilot Madrasah, Inc., Linao, Kormatan, Madalum, Lanao Del Sur
• 13. Maahad Al-Aziziah Al-Arabie Al-Islamie (MAAI) Inc. Sandab, Butig, Lanao Del Sur
• 14. Sha’arawi Integrated Pilot Madrasah, Dama, Butig, Lanao Del Sur
• 15. Maahad Lanao Al-Islamie, Campo Muslim, Malabang, Lanao Del Sur
• 16. Dhayfullah Islamic Institute, Inc., Marawi City
• 17. Princess Jawaher Integrated Learning School, Marawi City Division
• 18. Jamiatu Muslim Mindanao, Darussalam-Matampay, Brgy. Matampay, Marawi City
• 19. Masiricampo Abantas Memorial Islamic and Science Academy, Marawi City
• 20. Ibn Siena Integrated School Foundation, Inc., Biyaba, Marawi City
• 21. Khadijah Pilot Madarasah, Gov. Dr. Mutilan St. Marawi City
• 22. Jamiatu Marawi Al-Islamia Foundation, Marawi City
• 23. Jamiatu Janoubel Filibbien, Inc., Tuca-Poona Marantao, Marawi City
• 24. MSU-TCTO CIAS C.H.I.L.D School, MSU- Bongao, Tawi-Tawi
• 25. Maahad Da’awah Al-Islamie, Tinambakan, Lamitan, Basilan
• 26. Kulliyatu Talipao Al-Islamie, Talipao Proper, Talipao, Sulu
• 27. Amanoddin Mascara Integrated Learning Center, Marawi City Division
• 28. Ma’ahad Darul Uloolm Al-Islamie, Inc., Lalabuan, Tamparan, Lanao Del Sur I Division
• 29. Ma’ahad Mahardika Al-Arabie Al-Islamie, Kasanyangan, Bongao, Tawi-Tawi
• 30. Sahaya Integrated Learning Center, Sahaya Village, Patikul, Sulu
• 31. Southern Philippine Islamic Institute Foundation, Inc., Siasi, Sulu
• 32. Maahad Mahwil Ommiah Al-Irshadie, Limbo, Sultan Kudarat, Maguindanao
• 33. Madrasah Datu Manguda Timan, Pangi, Datu Odin Sinsuat, Maguindanao
• 34. Ma’ahad Saada Al-Arabie Integrated School, Nabalawag, Pagatin, Datu Saudi, Maguindanao
• 35. Madrasatul Irshadil Islamiyah Al-Ibtidaiyah, Salbu, Datu Saudi, Maguindanao
• 36. Markazul Huzim, Pob. Datu Piang, Maguindanao
• 37. Ma’ahad Buldon Al-Arabie Al-Islamie, Mataya, Buldon, Maguindanao
• 38. Ma’ahad Lipawan Al-Arabie Al-Islamie, Lipawan, Barira, Maguindanao
• 39. Ma’ahad Minabay Al-Islamie, Inc., Minabay, Buldon, Maguindanao
• 40. Madrasah Nurul Ihsan, Kapatagan, Lanao Del Sur
• 41. Ma’ahadul Ershad Al-Islamie (Islamic Library), Hadji Buto Street Jolo, Sulu
• 42. Ma’ahad Kutawato As-Sharqi Al-Islamie (Eastern Kutawato Islamic Institute, Inc.), Pob. Buluan, Maguindanao
• 43. Madrasatu Dar-Alkhairie, Inc., Dalumangkob, Sultan Kudarat, Maguindanao
• 44. Jamellah Madrasatol Muslimeen Al-Islamiah, Bubong, Madaya Lilod, Marawi City
• 45. Madrasatul Filibbeen As-Shamilah (Philippine Integrated School (PIS) Foundation, Inc.
• 46. Integrated School for the Science of Peace, Jaltik Foundation, Inc., Marawi City
• 47. Da’arul Uloum Foundation, Inc., Brgy. Tolali, Marawi City

Image gallery

• 

  Finster Hall, Ateneo de Davao University

• 

  Horacio de la Costa Hall, Ateneo de Manila University

• 

  Xavier Hall, Ateneo de Manila University

• 

  St. La Salle Hall, De La Salle University

• 

  Saint Vincent de Paul Building, Adamson University

• 

  PUP Pylon, Polytechnic University of the Philippines

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  Silliman Hall, Silliman University

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  U.P. Diliman Quezon Hall

• 

  Main Building, University of Santo Tomas

See also

Main links

• Higher education in the Philippines
• List of universities and colleges in the Philippines
• List of Catholic universities and colleges in the Philippines

Categories

• Category:Filipino educators
• Category:Schools of medicine in the Philippines
• Category:Graduate schools in the Philippines
• Category:Law schools in the Philippines
• Category:Liberal arts colleges in the Philippines
• Category:Business schools in the Philippines
• Category:Adventist universities and colleges in the Philippines
• Category:Roman Catholic universities and colleges in the Philippines