From Standards to Gaps: A Policy-Analytical Examination of Vertical and Horizontal Curriculum Misalignment in the Philippine Educational Qualification System
##doi.readerDisplayName##:
https://doi.org/10.65166/7jvz8p74关键词:
curriculum alignment, qualification framework governance, educational governance fragmentation, intended-implemented-attained curriculum, credential stacking, education-to-employment transition, Philippine higher education policy摘要
The Philippines maintains formally elaborated curriculum frameworks, qualification standards, and regulatory systems across basic education, higher education, technical-vocational education and training, professional licensure, and employment. Yet the coexistence of these instruments has not produced a coherent national learning progression. This paper argues that the persistent misalignment between Philippine educational qualifications and competency expectations constitutes a governance architecture problem rather than a curriculum content deficiency — one produced by fragmented inter-agency coordination among the Department of Education, Commission on Higher Education, Technical Education and Skills Development Authority, and Professional Regulation Commission, whose mandates are legally distinct but insufficiently articulated at the transitions among sectors. Employing a critical integrative policy review combined with comparative curriculum mapping, the paper applies a Philippine Curriculum-to-Competency Alignment Framework organized around five critical interface points — from basic education to higher education, from general to professional curriculum, from higher education to technical-vocational education and training, from degree to licensure, and from qualification to employment — to three illustrative professional program cases: BS Accountancy, BS Criminology, and Teacher Education. Documentary analysis across these interfaces reveals cumulative and mutually reinforcing misalignment conditions, including unverified prerequisite assumptions at the basic-to-higher education transition, inadequately verified non-duplication between senior high school and collegiate general education, absent cross-sector competency recognition mechanisms, licensure examination dynamics that incentivize review-oriented over competency-developmental instruction, and systematic supplementary credentialing demands that expose employer mistrust of degree outcome verification. Institutional capacity differentials across the public-private higher education divide further amplify these conditions by producing substantially different implemented curricula under identical minimum standards. The paper concludes that resolving systemic misalignment requires coordinated inter-agency governance mechanisms — including a formal curriculum articulation body, competency progression maps across interface points, and operationalized cross-sector credit recognition instruments — rather than isolated curriculum revision within any single sector. Recommendations are directed at DepEd, CHED, TESDA, PRC, higher education institutions, and the research community.
##plugins.themes.default.displayStats.downloads##
参考
Abejuela, H. J., Castillon, H. T., & Sigod, M. J. G. (2022). Constructive alignment of higher education curricula. Asia Pacific Journal of Social and Behavioral Sciences. https://doi.org/10.57200/apjsbs.v20i0.288
Acido, J. V., & Caballes, D. G. (2024). Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines. World Journal of Advanced Research and Reviews, 21(1), 462–474. https://doi.org/10.30574/wjarr.2024.21.1.0020
Acodile-Viado, L. A. T. (2020). Efficiency analysis of select state universities and colleges in Southern Philippines using data envelopment analysis. Indian Journal of Science and Technology, 13(38), 3970–3982. https://doi.org/10.17485/ijst/v13i38.809
Albert, J. R., Basillote, L., Alinsunurin, J., Vizmanos, J. F., Muñoz, M., & Hernandez, A. C. (2023). Sustainable Development Goal 4 on quality education for all: How does the Philippines fare and what needs to be done? Philippine Institute for Development Studies. https://doi.org/10.62986/dp2023.16
Alvarado, J., & Galigao, R. (2024). Assessing the effectiveness of curriculum implementation across global educational systems. Pantao (International Journal of the Humanities and Social Sciences). https://doi.org/10.69651/pijhss030425
Alvero, J. C., Malalad, C. E. A., & Lumangaya, Y. J. P. (2026). Graduate-based assessment of liberal arts program outcomes in a private higher education institution in CALABARZON, Philippines: Basis for a continuous quality improvement framework. Cognizance Journal of Multidisciplinary Studies. https://doi.org/10.47760/cognizance.2026.v06i02.003
Amanonce, J. T., & Maramag, A. M. (2020). Licensure examination performance and academic achievement of teacher education graduates. International Journal of Evaluation and Research in Education, 9(3), 510–516. https://doi.org/10.11591/ijere.v9i3.20614
Ashizawa, S., Ziguras, C., & Yonezawa, A. (2024). Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific. Journal of International Cooperation in Education. https://doi.org/10.1108/jice-11-2023-0031
Asian Development Bank. (2021). Technical and vocational education and training in the Philippines in the age of Industry 4.0. https://doi.org/10.22617/tcs210084
Atento, R. G. (2025). Exploring e-learning for sustainable development: Integrating SDGs in management education at Philippine higher education institutions. International Journal of Health & Business Analytics, 1(1). https://doi.org/10.65166/2qcjx561
Atento, R. G. O., Quinto, L. F., & Espelita, C. A. M. H. (2025). Bridging global health workforce gaps 2050: A multilevel analysis of global demand, Philippine supply fragilities, and competency alignment. International Journal of Health and Business Analytics, 1(2), 1–30. https://doi.org/10.65166/kgbpey79
Avancena, R. J., Costillas, H. J., Maito, S., Sucnaan, H. G., & Dodongan, M. B. (2025). Design and development of project EmpowerED: Elevating educators for excellence. International Journal of Innovative Research in Education, 12(2), 85–93. https://doi.org/10.18844/ijire.v12i2.9797
Ayeo-eo, S. P. (2023). The competency of security guards in the performance of their responsibilities. EPRA International Journal of Multidisciplinary Research. https://doi.org/10.36713/epra13267
Aziz, M., & Surono, S. (2024). Integration model of occupational certification scheme into instructional design to close the gap of learning outcomes and industry needs. Journal Transnational Universal Studies. https://doi.org/10.58631/jtus.v3i6.97
Bailey, T. R., & Belfield, C. (2017). Stackable credentials: Awards for the future? Columbia University Academic Commons. https://doi.org/10.7916/d82n57km
Balagtas, M. U., Borlagdan, J. B., Leviste, J. V., Natal, L. L., & Villena, D. K. (2008). The field study program of the Philippine Normal University in SY 2006–2007. The Normal Lights, 4(1). https://doi.org/10.56278/tnl.v4i1.52
Barasa, M. C., Ssentamu, P. N., Chang'ach, J., & Kurgat, S. (2025). Implementing the Uganda lower secondary competence-based curriculum: The equity question. Quality Education for All. https://doi.org/10.1108/qea-03-2024-0026
Barthakur, A., Kovanovic, V., Dawson, S., & Deneen, C. (2024). The application of curriculum analytics for improving assessments and quality assurance in higher education. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.9383
Bendal, A., Sabasa, S. A., Espelita, C. A. M. H., & Atento, R. G. O. (2026). Artificial intelligence as disruptive technology in accounting: A qualitative study of practitioner perceptions on automation, judgment, and decision support. Journal of Enterprise Strategy & Management Innovation, 1(1). https://doi.org/10.65166/0sdayg70
Bermido, C. M., Quinto, L. F., & Atento, R. G. O. (2025). A qualitative thematic review of contemporary challenges affecting health professions education: Implications for higher education leadership. International Journal of Health and Business Analytics, 1(2). https://doi.org/10.65166/yfm5w791
Binayao, B. S., & Dales, Z. I. (2020). A phenomenological study of the passers and non-passers in the Licensure Examination for Teachers. International Journal of Innovative Science and Research Technology, 5(8), 1704–1721. https://doi.org/10.38124/ijisrt20aug828
Brint, S., Proctor, K. R., Murphy, S. P., Turk-Bicakci, L., & Hanneman, R. (2009). General education models: Continuity and change in the U.S. undergraduate curriculum, 1975–2000. The Journal of Higher Education, 80(6), 605–642. https://doi.org/10.1080/00221546.2009.11779037
Brown, M., Mhichil, M. N. G., Beirne, E., & Mac Lochlainn, C. (2021). The global micro-credential landscape: Charting a new credential ecology for lifelong learning. Journal of Learning for Development. https://doi.org/10.56059/jl4d.v8i2.525
Cammayo, E. U., & Gonzales, J. I. (2023). Employability of accountancy graduates of a Philippine public university. International Journal of Evaluation and Research in Education, 13(1), 91–100. https://doi.org/10.11591/ijere.v13i1.26462
Cascino, S., Tamayo, A., & Vetter, F. (2020). Labor market effects of spatial licensing requirements: Evidence from CPA mobility. Journal of Accounting Research, 59(1), 111–161. https://doi.org/10.1111/1475-679x.12342
Castillo, M. P., Mamaclay, A. G., & Adriano, J. A. R. (2021). The accountancy fresh graduates of Wesleyan University–Philippines in the light of the skills expectations of industry partners. Advances in Social Sciences Research Journal, 8(10), 146–157. https://doi.org/10.14738/assrj.810.10993
Changwe, R., & Mwanza, C. (2022). Curriculum implementation in Zambia: Best practices of bridging the gap between the intended and the achieved school curriculum. International Journal of Research and Innovation in Social Science. https://doi.org/10.47772/ijriss.2022.6127
Clark, N., & Hsu, J. L. (2023). Insight from biology program learning outcomes: Implications for teaching, learning, and assessment. CBE Life Sciences Education, 22. https://doi.org/10.1187/cbe.22-09-0177
Cogal, M. N. (2019). Effective implementation of the senior high school curriculum: A descriptive analysis. International Journal of Engineering Research and Technology, 12. https://doi.org/10.17577/ijertv8is120084
Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence-based approach to reform. Consortium for Policy Research in Education. https://doi.org/10.12698/cpre.2009.rr63
Dapitan, H. K. C., Naranja, W. P., Sagum, X. A. B., Insong, J. A., & Cuevas, J. F. (2023). Experiences of non-criminology graduate police officers in Philippine National Police (PNP) organization. Mediterranean Journal of Basic and Applied Sciences, 7(2), 206–221. https://doi.org/10.46382/mjbas.2023.7221
Demate, D. R. B., Aclis, M. S., Catbagan, F. C. P., Molina, G. G., Ramos, N. U., & Patacsil, F. F. (2025). Teacher perspectives on MATATAG curriculum: Challenges and collaborative solutions. Multidisciplinary Reviews. https://doi.org/10.31893/multirev.2025351
Delmonte, J. V., & Mendoza, E. O. (2026). Entrepreneurial ecosystem and skills: Inputs to a business incubation plan. Journal of Enterprise Strategy & Management Innovation, 1(1). https://doi.org/10.65166/4btzp208
Detweiler, R. (2021). The evidence liberal arts needs. MIT Press. https://doi.org/10.7551/mitpress/13954.001.0001
Edralin, D. M., & Pastrana, R. R. (2023). Technical and vocational education and training in the Philippines: In retrospect and its future directions. Bedan Research Journal. https://doi.org/10.58870/berj.v8i1.50
Efendy, M. A., & Aggari, M. I. (2025). A comparison of nursing core competency frameworks in ASEAN countries: A document analysis. Journal of Nursing Practice. https://doi.org/10.30994/jnp.v8i4.875
Espelita, C. A. M., Atento, R. G., Rao, L. J., & Tian, Y. (2025). Understanding monetary policy: Student awareness, perceptions, and financial behaviors in the Philippine context. International Journal of Health & Business Analytics, 1(1). https://doi.org/10.65166/f7eayj47
Fang, R., & Xu, W. (2025). OBE-based micro-credentials and their role in bridging the gap between university education and job market demands in China. Research and Advances in Education. https://doi.org/10.56397/rae.2025.03.04
Guiruela, Z. M. C. (2025). Human resource management practices of the Philippine National Police: Basis for an enhanced recruitment and selection strategy. Zenodo. https://doi.org/10.5281/zenodo.17767478
Hassan, M., Ali, A., Ali, I., Mohamed, Z. O., Abdullahi, H., Ahmed, M., Mohamud, A. K., Adebisi, Y., Okesanya, O., & Lucero-Prisno, D. E. (2024). Regulation of health professions education and the growth of schools in Somalia. BMC Medical Education, 24. https://doi.org/10.1186/s12909-024-06179-3
Hennessy, S., D'Angelo, S., McIntyre, N. A., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open. https://doi.org/10.1016/j.caeo.2022.100080
Hoppmann, R., Mladenovic, J., Melniker, L., Badea, R., Blaivas, M., Montorfano, M., Abuhamad, A., Noble, V., Hussain, A., Prosen, G., Villen, T., Via, G., Nogue, R., Goodmurphy, C., Bastos, M., Nace, G., Volpicelli, G., Wakefield, R., Wilson, S., . . . Mustafa, H. (2022). International consensus conference recommendations on ultrasound education for undergraduate medical students. The Ultrasound Journal, 14. https://doi.org/10.1186/s13089-022-00279-1
Jerusalem, F. W. A. (2026). Alignment between the employability attributes of graduating students and industry requirements. World Journal of Advanced Engineering Technology and Sciences. https://doi.org/10.30574/wjaets.2026.19.1.0205
Jimmy, C. V. B., & Ayeo-eo, S. P. (2024). Enhancing proficiency: Evaluating criminology students’ competency in Security Services NC II for certification. International Journal of Innovative Science and Research Technology. https://doi.org/10.38124/ijisrt/ijisrt24sep1211
Kar, S. S., Dube, R., George, B. T., Bairy, L., Hajeer, A., & Matalka, I. (2025). Implementation of United Arab Emirates competency framework for medical education in undergraduate medical curriculum. BMC Medical Education, 25. https://doi.org/10.1186/s12909-025-07342-0
Kesten, K., Beebe, S. L., Conrad, D., Corrigan, C., Manderscheid, A., Moran, K. H., & Niederer, M. (2023). Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships. Journal of Professional Nursing, 48, 112–118. https://doi.org/10.1016/j.profnurs.2023.07.003
Kovacevic, M., Dekker, T. J., & Van Der Velden, R. (2023). Employability development in undergraduate programmes: How different is liberal arts education? Teaching in Higher Education, 29, 2184–2204. https://doi.org/10.1080/13562517.2023.2212602
Kovacevic, M., Dekker, T. J., & Van Der Velden, R. (2024). Liberal arts graduates in the labour market: A comparative study of Dutch university colleges and conventional bachelor’s programmes. Research in Higher Education, 65, 1911–1933. https://doi.org/10.1007/s11162-024-09813-7
Largoza, G., & Fernandez, C. G. (2025). Review of CHED policies, standards, and guidelines (PSGs) pre- and post-K to 12 reforms. Philippine Institute for Development Studies. https://doi.org/10.62986/dp2025.13
Li, B., Arsat, M., Latif, A., Amin, N. M., Daing, D. H. H. E., Men, Y., Li, W., Wang, L., & Zhu, C. (2023). China-ASEAN qualifications framework: Pathways to mutual recognition. Environment and Social Psychology. https://doi.org/10.54517/esp.v9i2.1745
Lubis, R. R., Fikri, M., C, S. M. F. R., Ulfa, S., & Muflihah, A. (2023). Indonesia’s national qualifications framework system in higher education: What is the reality of implementation? Diniyyah Jurnal. https://doi.org/10.63061/gz2bp894
Lugo, A. G., & Reyes, N. R. D. (2024). Teachers competencies for pedagogical practice in special and inclusive education towards the development of TPACK framework. International Journal for Research in Applied Science and Engineering Technology, 12(12), 216–244. https://doi.org/10.22214/ijraset.2024.65749
Mahzari, M. M., Alnahedh, T., Ahmed, A., Rumyyan, A. A., Shaban, S., & Magzoub, M. (2023). Practical guide to undergraduate medical curriculum alignment and mapping. Advances in Medical Education and Practice, 14, 1001–1012. https://doi.org/10.2147/amep.s424815
Manigbas, J. I., Ollet, A. L., Noble, M., Angeles, J. R., Cayetano, N. M., & Fucio, M. P. (2024). Teachers’ competency in content knowledge and pedagogy in Buhi South District, Philippines. International Education Trend Issues, 2(1), 21–30. https://doi.org/10.56442/ieti.v2i1.365
McGreal, R., Mackintosh, W., Cox, G., & Olcott, D. (2022). Bridging the gap: Micro-credentials for development. The International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v23i3.6696
Meyer, K. E., Bird, K., & Castleman, B. (2022). Stacking the deck for employment success. The Journal of Human Resources, 60(1), 129–152. https://doi.org/10.3368/jhr.1120-11320r2
Molla, M. F. A. (2025). Strengthening Bangladesh’s workforce: An analysis of qualification framework-NTVQF implementation challenges, gaps and opportunities. Journal of Diversity Studies. https://doi.org/10.51470/jod.2025.4.1.62
Mutebi, R., & Ferej, A. (2023). A review of TVET quality assurance practice in Uganda. East African Journal of Interdisciplinary Studies. https://doi.org/10.37284/eajis.6.1.1327
Noda, A. (2023). Exploring the possibilities and challenges in developing the Japanese qualifications framework. Higher Education Evaluation and Development. https://doi.org/10.1108/heed-05-2022-0019
Paqueo, V., Sister, J. M. A., Sarne, S., Lavega, M. L. Y., Orbeta, A., Abrigo, M. R. M., & Maddawin, R. (2024). The impact of trifocalization on Philippine education outcomes and the coordination issue. Philippine Institute for Development Studies. https://doi.org/10.62986/dp2024.15
Pueblo, J. A., Besas, M. J., & Rodriguez, G. D. (2024). From nothing to something: Tale of unraveling the secret to success of a neophyte criminologist in taking the licensure exam. European Journal of Education Studies, 11(6). https://doi.org/10.46827/ejes.v11i6.5367
Quinto, L. F. (2020). Status of the implementation of outcomes-based education in the allied medicine programs. Laguna Journal of Multidisciplinary Research, 4(1), 1–9.
Rao, L., Tian, Y., & Atento, R. G. O. (2025). Adoption and perceived effectiveness of AI in education: Personalization, outcomes, and equity. International Journal of Health & Business Analytics, 1(1). https://doi.org/10.65166/qgq89291
Rivera, J. P. R., Sinsay-Villanueva, L. M., Tanyag, I. H., Berroya, J., Garcia, G. D., & Lim, V. (2025). Revitalizing the Philippine education system: Facilitating access and participation to in-service training (INSET) and teacher professional development (TPD). Philippine Institute for Development Studies. https://doi.org/10.62986/dp2025.14
Saguin, K., & Ramesh, M. (2020). Bringing governance back into education reforms. International Review of Public Policy, 2(2), 159–177. https://doi.org/10.4000/irpp.1057
Sahin, N., & Ural, C. (2025). Exploring dental educational diversity: A cross-national examination of national dental qualification frameworks. BMC Medical Education, 25. https://doi.org/10.1186/s12909-025-07619-4
Salleh, N. M. Z. N., Moorthy, K., & Jasmon, A. (2023). A review of scholarly discourses on accounting technical skills for IR 4.0. Journal of Higher Education Theory and Practice, 23(9). https://doi.org/10.33423/jhetp.v23i9.6130
Samsuri, T., Widiana, W., Lasmawan, W., & Suharta, G. P. (2025). Transforming higher education curriculum based on the Indonesian National Qualifications Framework (KKNI) to address human resource challenges in the Industrial Revolution 4.0 era. Path of Science. https://doi.org/10.22178/pos.119-11
Sanchez, J. C., & Dagondon, L. M. B. (2025). Unfulfilled potential: A document analysis of spiral progression and curriculum coherence in Philippine junior high school science. Journal of Education and Learning Reviews. https://doi.org/10.60027/jelr.2025.2206
Sari, L. P., Suryani, A. W., & Yusoff, Z. Z. M. (2022). IT skills accountants: A study on job ads. The International Journal of Accounting and Business Society, 30(2), 187–221. https://doi.org/10.21776/ijabs.2022.30.2.675
Scott, T., & Husain, F. (2021). Textbook reliance: Traditional curriculum dependence is symptomatic of a larger educational problem. Journal of Educational Issues. https://doi.org/10.5296/jei.v7i1.18447
Seemiller, C., & Rosch, D. (2023). A multi-disciplinary multi-degree study of workforce and leadership competencies within postsecondary accrediting organizations. The Journal of Leadership Education. https://doi.org/10.12806/v22/i1/r6
Segumpan, S. M. I., Tac-an, T. N., Tidal, A.-M., Trasmonte, C. B., & Mahinay, R. B. (2025). Licensure Exam for Teachers (LET) elementary and secondary performance: Implications for teacher preparation. Journal of Interdisciplinary Perspectives, 3(9). https://doi.org/10.69569/jip.2025.551
Semilla, J. B., Parmisana, V. R., Fajardo, L. L., Abucayon, R. L., Dinoro, A. P., & Tabudlong, J. R. (2023). Innovation in early reading instruction: The development of e-learning materials in mother tongue. International Journal of Learning Teaching and Educational Research, 22(7), 411–433. https://doi.org/10.26803/ijlter.22.7.22
Surono, S., & Ariyanto, T. (2024). How can ASEAN improve the skills recognition framework for migrant workers? Asian Journal of Engineering, Social and Health. https://doi.org/10.46799/ajesh.v3i7.367
Taberdo, A. L. G. (2017). Assessment of the maritime general education curriculum, admission policy and faculty status towards a proposed maritime program. JPAIR Institutional Research, 10(1), 54–69. https://doi.org/10.7719/irj.v10i1.532
Taghap, S., & Toraja, H. J. (2025). Curriculum mapping and teacher perspectives on the vertical articulation of geometry in the spiral progression approach. Psychology and Education: A Multidisciplinary Journal. https://doi.org/10.70838/pemj.470408
Tang, J. (2025). A policy and practice review of English education in Chinese primary and secondary schools. Pacific International Journal. https://doi.org/10.55014/pij.v8i4.861
Tejano, L. D., Lagura, R. T., & Dacanay, A. R. (2026). How well does pre-service teacher preparation align with classroom competency expectations? Evidence from Northern Luzon, Philippines. International Journal of Learning Teaching and Educational Research, 25(3), 948–967. https://doi.org/10.26803/ijlter.25.3.42
Testa, E. (2025). Level of compliance and challenges encountered in criminology program implementation: Basis for quality enhancement measures. International Journal of Innovative Science and Research Technology. https://doi.org/10.38124/ijisrt/25nov1024
Underdahl, L., Akojie, P., Magabo, M. A., Reed, R. R., Haynes, S., Marzano, M., Navarro, M., & Patterson, M. S. (2023). A framework to enhance graduate employability. International Journal of Doctoral Studies. https://doi.org/10.28945/5090
Varadarajan, S., Koh, J., & Daniel, B. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: Learners, employers, higher education institutions and government. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00381-x
Worku, M. (2025). Rhetoric–reality gap in curriculum implementation: Insights from secondary school science enactment in Ethiopia. African Journal of Research in Mathematics, Science and Technology Education, 29, 219–238. https://doi.org/10.1080/18117295.2025.2494166
##submission.downloads##
已出版
期次
栏目
##submission.license##
##submission.copyrightStatement##
##submission.license.cc.by-nc-sa4.footer##This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). Authors retain copyright of their articles but grant the Asian Journal of Educational Leadership, Management and Pedagogy (AJELMP) the right of first publication.
Under this license, others may share and adapt the work for non-commercial purposes, provided appropriate credit is given and derivative works are distributed under the same license.
