A party-list congressman has called on the Commission on Higher Education (CHED) to take decisive action against diploma mills and strengthen oversight of graduate programs for teachers following findings that many of these initiatives prioritize credentials over competence.
House Committee on Higher and Technical Education chairman and Tingog party-list Rep. Jude Acidre issued the call as he cited recent data from the Second Congressional Commission on Education (EDCOM II) showing that more than half of the country’s graduate students are enrolled in education programs.
However, many of these programs fall short of delivering meaningful research output or genuine professional performance, he said.
EDCOM II also noted that a growing number of teachers pursue graduate degrees primarily to meet promotion requirements, with limited assurance that these programs enhance their teaching quality.
Acidre said this trend underscores the need to ensure that graduate studies truly serve their intended purpose of improving classroom instruction and teacher capability.
“The goal of higher learning for teachers should never be about collecting diplomas. It should be about deepening competence,” Acidre said.
“Too many graduate programs today have become mere ticket requirements for promotion, not real opportunities for growth. We need to bring back the true purpose of education: to form better teachers who can give our students the best possible learning experience,” he stressed.
The legislator also urged CHED to enforce stricter quality assurance standards and evaluate existing programs to ensure that graduate education contributes to teacher development rather than becoming a mere credentialing exercise.
“Graduate education must be more than a line in a résumé. It has to be a meaningful journey that helps teachers think critically, teach creatively, and lead with purpose,” he added. “It’s time we put an end to diploma mills that profit from ambition but fail to nurture ability.”
Acidre emphasized that stronger oversight is not about penalizing schools, but about protecting educators and students from substandard programs that waste valuable time and resources.
“When we uphold high standards, we give value to every hour a teacher spends studying and every peso spent on tuition. We ensure that the sacrifices of those who pursue higher learning lead to real professional advancement and better outcomes in the classroom,” he said.
He also echoed EDCOM II’s recommendation to prioritize graduate programs in science and mathematics education, literacy, inclusive education, and digital learning to address long-standing gaps in the education system.
“Graduate education should prepare teachers not only to teach lessons but to transform lives, especially in communities that need them most,” Acidre said.
Acidre stressed strengthening graduate education is essential to restoring trust in higher education and supporting the country’s long-term learning recovery.
“At its heart, this is about caring for our teachers the same way they care for our learners. When we invest in their growth, we invest in our nation’s future,” he said. “Strengthening graduate education is not just reform — it is renewal, one teacher at a time.”
