Well-crafted policies will only yield desired outcomes if effectively executed.
Conference participation consistently enriches academic and professional perspectives. This was underscored by the recent Asia Academy of Management Special Conference held in Bangkok from June 18 to 20, 2025. The event drew over 200 participants from across Asia, as well as non-Asian nations who converged to present their research papers under the aegis of this prestigious management association.
My participation also offered a deeper understanding of Thailand’s leading educational institutions. The National Institute of Development Administration (NIDA), a public university exclusively offering postgraduate courses, was established to equip government officials and personnel with advanced skills. NIDA Business School functions as a government think-tank, with professors and research supervisors from top global universities. Both its MBA and PhD programs hold the highly coveted accreditation from the Association to Advance Collegiate Schools of Business (AACSB). Additionally, it holds a powerful alumni network exceeding 20,000.
In contrast, the Sasin Business School attained global recognition in 2010 with its MBA program notably ranking 43rd in the Times Higher Education in 2019.
It is particularly striking to witness Thailand, which once sent many of its citizens to the Philippines for higher education, now stand tall with its exemplary educational programs and graduates. Home-grown Thai alumni are evidently well-prepared to lead public and private sectors.
Another institution that captured my attention was the Institute of Science Tokyo, where an Indonesian colleague works. It is a product of the merger between the Tokyo Institute of Technology and Tokyo Medical and Dental University which then reinforces their research capabilities on global issues such as climate change and infectious diseases. As a research-driven institution with robust industry links, companies frequently rely on the university for Research and Development, rather than establishing their own. The Tokyo Institute of Technology was ranked 195th in the most recent World University Rankings.
The dynamics observed in these top-ranking universities offer insights into strategies for empowering human capital and fostering national development. A reflexive question arises: What are we, in the Philippines, doing to emulate this investment in education and our people?
The Philippine President has acknowledged an increased number of Higher Education Institutions (HEIs) appearing in world rankings, while simultaneously noting that they still lag behind their counterparts in other countries. He has pledged a comprehensive and all-encompassing strategy to reverse this trend. In response, the CHED declared in 2024 its commitment to developing a roadmap aimed at improving the performance of local HEIs in world rankings.
This prompts further questions: What specific components will this national strategy entail? When and how will it be rolled out to achieve tangible impact?
Drawing from the experiences of other nations and scholarly research, I propose the following action items:
1. Multi-Sectoral Participation: While the DepEd and CHED lead the education roadmap for basic and tertiary education, a genuine stakeholder approach is indispensable. Program development, from conceptualization to implementation and evaluation, must integrate the perspectives of K-12 teachers, university professors, parents, youth, industry partners, and relevant government agencies. Diverse perspectives will most likely ensure a realistic, implementable strategy and foster crucial buy-in from all sectors.
2. Comprehensive Curriculum and Policies: Strengthening HEI education must commence at the foundational level. Our curriculum, spanning from Kindergarten through Grade 12 to tertiary degrees, should be comprehensively revamped. The ultimate goal must be to develop not only technical competencies but also civic and moral values, preparing individuals not merely for employment but for significant contributions to national development.
3. Training of Instructors and Implementers: Well-crafted policies will only yield desired outcomes if effectively executed. There is a need to train instructors who can expertly deliver the curriculum, as well as administrators who will ensure that students consistently meet defined learning outcomes before progressing to the next educational level.
4. Collaboration within a Community: It is beneficial to propose localized goals that feed into broader regional and national objectives. Basic education schools, vocational-technical schools, colleges, and universities within a specific city or province can collaboratively address local manpower needs or pressing social challenges.
5. Public and Consistent Messaging: To awaken national awareness and galvanize collective contribution to solutions, a constant and clear communication strategy is essential. The use of traditional media, social media, and word-of-mouth will solidify the government’s commitment and embed consciousness within the citizenry.
6. International Benchmarking: International accreditation and benchmarking with programs in neighboring countries will provide an objective assessment and clear direction on areas where we need to intensify efforts to meet international standards.
Standing alongside our progressive Asian neighbors illuminates what we may be lacking, what is achievable, and what we are compelled to do. While managing the educational crisis may appear overwhelmingly challenging, it is undeniably essential for cultivating an educated and skilled populace, and for developing conscientious leaders who will shape the nation’s future.
Dr. Maria Adiel H. Aguiling is an Assistant Professor at the Department of Management and Organization at De La Salle University, Manila. She can be reached at maria.adiel.aguiling@dlsu.edu.ph.
The perspectives shared in this piece are solely the author’s and do not necessarily represent the official views of De La Salle University, its faculty, or its administration.
