UPV Master of Education Alumni Association

15/05/2026

UPVMEAA TAKES POSITION ON PROPOSED REFRAMING OF GE CURRICULUM
ILOILO CITY — The University of the Philippines Visayas Master of Education Alumni Association (UPVMEAA) has formally expressed opposition to the proposed reduction of the General Education (GE) curriculum to 18 units, warning that the move may weaken the intellectual, civic, and human formation of Filipino students.

In a position paper released following the May 5 hearing conducted by the Commission on Higher Education (CHED) on the proposed Reframed General Education Curriculum, the organization called for a more careful and balanced approach to reform, emphasizing that efficiency and streamlining should not come at the expense of meaningful education. The position paper was also formally submitted to CHED through its official feedback email at [email protected] and the Technical Panel on GE at [email protected].

UPVMEAA President Dr. Herman M. Lagon said the group recognizes the need for educational reforms and curriculum improvements, but stressed that reducing GE too drastically risks producing graduates who may be technically capable yet socially and ethically underprepared.

“General Education is not excess. It is foundational,” Lagon said. “These courses help students think critically, understand history and society, communicate meaningfully, and reflect on their responsibilities as citizens and human beings. If we compress these too much, we risk weakening the very core of higher education.”

The organization noted that the proposed 18-unit GE structure continues a decades-long downward trend from the 63-unit GE framework under CMO 59, s. 1996, and the 36-unit structure introduced through CMO 20, s. 2013. According to the group, while modernization and outcomes-based education are valid goals, reforms must still preserve depth, context, and human formation.

Among the concerns raised by UPVMEAA were the possible dilution of disciplines such as literature, philosophy, and history; threats to academic freedom and institutional autonomy; and the potential displacement of faculty members whose disciplines may be reduced or merged under the reframed curriculum.

The group also emphasized the continuing importance of Philippine History and Rizal courses in shaping historical consciousness and national identity, particularly at a time when misinformation and polarization remain widespread in society.

Lagon said UPVMEAA’s position comes from the lived realities of educators working both in basic and higher education.

“Our members see firsthand the gaps in student preparation, the pressures faced by teachers and institutions, and the long-term effects of policy changes in classrooms and communities,” he said. “Reforms must be thoughtful, evidence-based, and grounded not only in employability, but also in nation-building, ethics, and humane formation.”

In its recommendations, the organization urged CHED to retain a stronger GE core, improve curriculum coherence without sacrificing depth, ensure broader consultations, protect academic freedom, safeguard faculty security, and pilot reforms carefully before full implementation.

UPVMEAA clarified that it is not opposing reform itself, but rather calling for reforms that remain aligned with the deeper purpose of education.

“Education is not only about preparing students for work,” the position paper stated. “It is about forming thinking, responsible, and humane citizens.” (UPVMEAA)

POSITION PAPER

UPVMEAA Statement on the Proposed Reframed General Education Curriculum

I. INTRODUCTION

The University of the Philippines Visayas Master of Education Alumni Association (UPVMEAA) submits this position following the May 5 CHED hearing on the proposed Reframed General Education (GE) Curriculum.

As “Iskolar at Maroonong G**o ng Bayan” working across basic and higher education, we see how curriculum choices directly affect teaching, learning, and the formation of students. While we recognize CHED’s intent to modernize and streamline higher education, we believe that the proposed reduction of GE requires careful reconsideration.

II. STATEMENT OF POSITION

UPVMEAA respectfully opposes the proposed reduction of General Education to 18 units (six courses).

We view this as part of a long-term trend of diminishing GE:
• 63 units (CMO 59, s. 1996)
• 36 units (CMO 20, s. 2013)
• Proposed: 18 units

This trajectory risks weakening the intellectual, civic, and human formation of Filipino students.

III. BASIS OF THE POSITION

General Education is Foundational

GE develops critical thinking, ethical reasoning, and civic awareness. It is not excess but the core that allows students to understand complex realities beyond their fields.

Over-Compression Risks Shallow Learning

Eighteen units cannot sustain both breadth and depth. Merging disciplines may dilute content and weaken meaningful engagement with key fields like literature, philosophy, and history.

Impact on Learners

Students may become technically competent but socially and ethically underprepared—less equipped to deal with misinformation, public issues, and real-world dilemmas.

Importance of Philippine Context

Courses like Philippine History and Rizal (RA 1425) are essential to national identity. Their dilution or absorption into broader courses risks weakening historical consciousness.

Human Formation and Well-being

GE courses help students understand themselves and others. In a time of growing mental health concerns, these spaces for reflection are necessary, not optional.

Faculty Stability and Employment

Reform should balance curricular improvement with institutional responsibility. Faculty employment and academic disciplines must be protected from unnecessary displacement.

The Issue May Be Implementation, Not Structure

GE already occupies only about 24%–30% of the curriculum. The issue is coherence and delivery, not GE itself. CHED may set reasonable minimum GE requirements while allowing HEIs flexibility to offer additional courses based on academic freedom and institutional needs.

IV. INSIGHTS FROM THE CHED HEARING

The hearing clarified CHED’s goals: alignment with global standards, outcomes-based education, and reduced redundancy. These are valid and necessary.

However, stakeholder inputs revealed important concerns:
• possible dilution of disciplines,
• tension between outcomes-based and market-driven education,
• questions on academic freedom and institutional autonomy,
• risks of faculty displacement.

These highlight that reform must be carefully calibrated, not simply accelerated.

V. UPVMEAA PERSPECTIVE

UPVMEAA is uniquely positioned to engage this issue. Our members work across DepEd and higher education institutions, allowing us to see gaps in student preparation and the real impact of curricular changes. We also see how educational reforms affect faculty stability, institutional identity, and graduate readiness for work and civic life.

Guided by our mandate to advocate for academic freedom, excellence, equity, integrity, and nation-building through education, we are duty-bound to raise concerns grounded in research and practice.

VI. RECOMMENDATIONS

UPVMEAA respectfully proposes:
• Retain a stronger GE core rather than reducing it drastically.
• Improve curriculum coherence to address redundancy without sacrificing depth.
• Ensure meaningful consultation across sectors before implementation.
• Protect academic freedom, allowing HEIs to flexibly contextualize content and delivery.
• Ensure faculty security and minimize displacement from curricular changes.
• Pilot reforms fully before finalizing policy, ensuring evidence-based decisions.

VII. CONCLUSION

UPVMEAA supports reform—but not at the cost of the very purpose of education.

Efficiency should not override formation. Alignment should not erase identity or academic freedom. Outcomes should not replace depth, nor reforms lead to unnecessary faculty displacement.

Education is not only about preparing students for work. The future workforce will require not only technical competence, but also ethical judgment, adaptability, communication, and the capacity to engage complex social realities. Education is not only about preparing students for work. It is about forming thinking, responsible, and humane citizens.

Signatories

(UPVMEAA Board of Trustees and Officers, 2025–2027)

Dr. Herman M. Lagon – President
Dr. Alexander J. Balsomo – Vice President
Dr. Myla Fe G. Piñuela – Secretary
Dr. Joan M. Belga – Treasurer
Mr. Obed Joy B. Gaitan – Auditor
Dr. Edward E. Baña – Trustee

Board Members:

Ms. Divine D. Jinon
Mr. Anthony L. Laurea
Mr. Marmon A. Pagunsan
Dr. Jeofrey Q. Barcebal

Adviser:

Dr. Johnny B. Pornel

UPVMEAA

Iskolar at Maroonong G**o ng Bayan

14/05/2026

MEANING BEHIND THE OBLATION 🌻

The Oblation was inspired by a stanza from Dr. José Rizal’s Mi Último Adiós.

Installed in 1935, the iconic Oblation of the University of the Philippines was created by National Artist Guillermo Tolentino upon the request of then UP President Rafael Palma. The statue symbolizes selfless sacrifice and service to the nation, portraying a man with arms outstretched as an offering of oneself for the country.

Many students do not realize that the Oblation contains several hidden meanings. Its 3.5-meter height represents the centuries of Spanish colonization in the Philippines, while the rocky base was designed to resemble the Philippine archipelago. Tolentino also included the katakataka plant, known for continuously growing wherever it is placed, to symbolize deep-rooted Filipino patriotism.

The Oblation was originally installed at the old UP Manila campus before being transferred to UP Diliman in 1949 during the university’s historic “Exodus” to the new campus. Today, it remains one of the most recognized symbols of academic freedom, nationalism, and student activism in the Philippines.

13/05/2026

𝐏𝐎𝐒𝐈𝐓𝐈𝐎𝐍 𝐏𝐀𝐏𝐄𝐑 | 𝐔𝐏𝐕𝐌𝐄𝐀𝐀 𝐒𝐭𝐚𝐭𝐞𝐦𝐞𝐧𝐭 𝐨𝐧 𝐭𝐡𝐞 𝐏𝐫𝐨𝐩𝐨𝐬𝐞𝐝 𝐑𝐞𝐟𝐫𝐚𝐦𝐞𝐝 𝐆𝐞𝐧𝐞𝐫𝐚𝐥 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦
I. INTRODUCTION

The University of the Philippines Visayas Master of Education Alumni Association (UPVMEAA) submits this position following the May 5 CHED hearing on the proposed Reframed General Education (GE) Curriculum.

As “Iskolar at Maroonong G**o ng Bayan” working across basic and higher education, we see how curriculum choices directly affect teaching, learning, and the formation of students. While we recognize CHED’s intent to modernize and streamline higher education, we believe that the proposed reduction of GE requires careful reconsideration.

II. STATEMENT OF POSITION

UPVMEAA respectfully opposes the proposed reduction of General Education to 18 units (six courses).

We view this as part of a long-term trend of diminishing GE:
• 63 units (CMO 59, s. 1996)
• 36 units (CMO 20, s. 2013)
• Proposed: 18 units

This trajectory risks weakening the intellectual, civic, and human formation of Filipino students.

III. BASIS OF THE POSITION

General Education is Foundational

GE develops critical thinking, ethical reasoning, and civic awareness. It is not excess but the core that allows students to understand complex realities beyond their fields.

Over-Compression Risks Shallow Learning

Eighteen units cannot sustain both breadth and depth. Merging disciplines may dilute content and weaken meaningful engagement with key fields like literature, philosophy, and history.

Impact on Learners

Students may become technically competent but socially and ethically underprepared—less equipped to deal with misinformation, public issues, and real-world dilemmas.

Importance of Philippine Context

Courses like Philippine History and Rizal (RA 1425) are essential to national identity. Their dilution or absorption into broader courses risks weakening historical consciousness.

Human Formation and Well-being

GE courses help students understand themselves and others. In a time of growing mental health concerns, these spaces for reflection are necessary, not optional.

Faculty Stability and Employment

Reform should balance curricular improvement with institutional responsibility. Faculty employment and academic disciplines must be protected from unnecessary displacement.

The Issue May Be Implementation, Not Structure

GE already occupies only about 24%–30% of the curriculum. The issue is coherence and delivery, not GE itself. CHED may set reasonable minimum GE requirements while allowing HEIs flexibility to offer additional courses based on academic freedom and institutional needs.

IV. INSIGHTS FROM THE CHED HEARING

The hearing clarified CHED’s goals: alignment with global standards, outcomes-based education, and reduced redundancy. These are valid and necessary.

However, stakeholder inputs revealed important concerns:
• possible dilution of disciplines,
• tension between outcomes-based and market-driven education,
• questions on academic freedom and institutional autonomy,
• risks of faculty displacement.

These highlight that reform must be carefully calibrated, not simply accelerated.

V. UPVMEAA PERSPECTIVE

UPVMEAA is uniquely positioned to engage this issue. Our members work across DepEd and higher education institutions, allowing us to see gaps in student preparation and the real impact of curricular changes. We also see how educational reforms affect faculty stability, institutional identity, and graduate readiness for work and civic life.

Guided by our mandate to advocate for academic freedom, excellence, equity, integrity, and nation-building through education, we are duty-bound to raise concerns grounded in research and practice.

VI. RECOMMENDATIONS

UPVMEAA respectfully proposes:
• Retain a stronger GE core rather than reducing it drastically.
• Improve curriculum coherence to address redundancy without sacrificing depth.
• Ensure meaningful consultation across sectors before implementation.
• Protect academic freedom, allowing HEIs to flexibly contextualize content and delivery.
• Ensure faculty security and minimize displacement from curricular changes.
• Pilot reforms fully before finalizing policy, ensuring evidence-based decisions.

VII. CONCLUSION

UPVMEAA supports reform—but not at the cost of the very purpose of education.

Efficiency should not override formation. Alignment should not erase identity or academic freedom. Outcomes should not replace depth, nor reforms lead to unnecessary faculty displacement.

Education is not only about preparing students for work. The future workforce will require not only technical competence, but also ethical judgment, adaptability, communication, and the capacity to engage complex social realities. Education is not only about preparing students for work. It is about forming thinking, responsible, and humane citizens.

Signatories

(UPVMEAA Board of Trustees and Officers, 2025–2027)

Dr. Herman M. Lagon – President
Dr. Alexander J. Balsomo – Vice President
Dr. Myla Fe G. Piñuela – Secretary
Dr. Joan M. Belga – Treasurer
Mr. Obed Joy B. Gaitan – Auditor
Dr. Edward E. Baña – Trustee

Board Members:

Ms. Divine D. Jinon
Mr. Anthony L. Laurea
Mr. Marmon A. Pagunsan
Dr. Jeofrey Q. Barcebal

Adviser:

Dr. Johnny B. Pornel

UPVMEAA

Iskolar at Maroonong G**o ng Bayan

13/05/2026

Proud part of this UPVMEAA team! Tapang at Talino! **ongbayan

13/05/2026

The UPVMEAA logo symbolizes a living community of scholar-educators. The maroon “UPV” reflects the university that first gave its members the push toward excellence and public responsibility. The green “MEAA” represents the alumni association that continues to sustain and strengthen that journey through collaboration and service. The upward flow reflects movement, aspiration, and the shared desire to uplift education and society.

10/05/2026

𝐔𝐏 𝐀𝐍𝐃 𝐔𝐒. By Herman M. Lagon. There is something oddly predictable about how people talk about the University of the Philippines online. The moment students protest, question government policy, or hold a rally, somebody quickly says, “Ah, UP. Puro aktibista.” For many Filipinos, hearing “UP” almost automatically brings up stereotypes. Yet beyond the placards and politics, the university continues to teach something increasingly rare: the courage to think critically and independently. Perhaps that is what makes others uneasy.

Dr. Edsel Salvana recently wrote a thoughtful defense of UP after renewed accusations linking the university to extremism. What made his piece stand out was its balance. He spoke not only as a UP professor and alumnus, but also as someone raised in a military family. That mattered. In a time when conversations quickly become black-and-white, his reminder was simple: reality is more complicated than social media wants it to be.

UP does change people. Anyone who has lingered long enough in UP’s classrooms, tambayans, libraries, or endless discussions eventually feels it. I say this not as an outsider romanticizing the university, but as someone who came into UP later on. I officially became part of UP at 42. But long before that, I had already worked with UP graduates, professors, researchers, and students. One thing stood out: they ask questions. Constantly. Sometimes exhausting questions. But important ones.

In Ateneo de Iloilo, where I used to teach, some colleagues and students who later entered UP were among the sharpest minds I encountered. In ISUFST today, I work with graduates from different UP campuses who may disagree politically but share the same habit of examining things closely. They rarely settle for easy answers. They ask why systems fail, why inequalities persist, why some policies help while others quietly harm.

Sadly, in a culture where silence is sometimes mistaken for discipline, questioning can easily be mistaken for rebellion. But asking difficult questions is not the same as destabilizing society. A teacher asking why many children still struggle to read is not anti-government. A student demanding accountability is not automatically dangerous. A researcher asking why coastal communities remain poor despite massive projects is not a threat to democracy. Sometimes they are simply doing what universities are supposed to teach: critical thinking and social awareness with strong commitment to social justice.

This is why reducing UP into a stereotype completely misses its larger role. UP Manila trains doctors and public health experts. UP Los Baños contributes heavily to agriculture and environmental science. UP Visayas strengthens fisheries and marine research. UP Mindanao advances indigenous and biodiversity studies. UP Open University gives working Filipinos access to education despite distance and schedules. Even UP Diliman, often mocked online as a “rally school,” continues to produce some of the country’s strongest work in engineering, literature, public policy, science, and the arts.

Most UP graduates are not walking around carrying placards forever anyway. Many quietly become teachers, doctors, scientists, researchers, civil servants, entrepreneurs, or community workers. Nation-building usually looks ordinary. Sometimes it is a doctor enduring another sleepless hospital shift. Sometimes it is a teacher adjusting lessons because students have weak internet. Sometimes it is a marine scientist standing in muddy mangroves trying to protect coastal communities.

Of course, UP is not perfect. Even its own graduates admit that. The university has its own politics, egos, ideological fights, bureaucracy, and contradictions. Some days it feels brilliant; other days exhausting. But maybe that is also why it matters. UP reflects the country itself—messy, divided, hopeful, imperfect, but still trying.

People also forget that activism is not automatically bad. A lot of the rights and freedoms Filipinos now enjoy were shaped by people brave enough to challenge authority. These changes did not happen because everyone quietly obeyed. Even Rizal was once feared for encouraging critical thinking.

Ironically, many who criticize UP still trust its experts during national crises. During the pandemic, people listened to UP scientists and health experts. During disasters, UP researchers and engineers are consulted. Parents still proudly celebrate when their children pass the UPCAT. Politicians still mention their UP degrees during campaigns. UP gets attacked online until suddenly someone needs a UP doctor, lawyer, scientist, economist, or teacher.

Perhaps what UP protects most is not any single ideology, but the freedom to examine ideas openly. That matters deeply in an age filled with fake news, blind loyalty, and outrage designed for clicks. Universities are supposed to make people think harder. They are supposed to create spaces where difficult conversations can happen without fear.

I still remember one long coffee conversation with friends from different UP campuses. One leaned progressive. Another was a bit conservative. One worked in government. Another organized communities. The discussion became loud, funny, tiring, and strangely meaningful all at once. Nobody fully won. Nobody completely agreed. But everybody listened. That, to me, feels closer to the real UP spirit than any slogan ever could.

The real danger is not that students ask hard questions. The real danger begins when people stop asking questions altogether. That is when ignorance spreads more easily, corruption becomes easier to excuse, and mediocrity slowly starts to feel normal.

UP matters not because it is perfect, but because it reminds us that education should form more than workers earning salaries. It should also form citizens who can think, question, care, and serve beyond themselves.

***

Doc H fondly describes himself as a 'student of and for life' who, like many others, aspires to a life-giving and why-driven world that is grounded in social justice and the pursuit of happiness. His views herewith do not necessarily reflect those of the institutions he is employed or connected with.

***

Cartoon generated by AI at the author's prompt.

05/05/2026

Dear UPVMEAA members, alumni, colelagues, and friends,
In light of the ongoing discussions on the proposed reframing of General Education by CHED, we would like to gently invite your thoughts and insights on the matter.
As an association that bridges both basic and higher education, we are in a unique position to see where these two areas align—and where gaps may exist. Your perspectives, grounded in experience and practice, can help enrich a more thoughtful and balanced response.
We hope to gather your ideas as we reflect on whether UPVMEAA can contribute a collective stand to the conversation.
Thank you in advance for sharing your voice.

UPV Office of Alumni Relations

05/05/2026

PAHAYAG || Sa Reframed General Education Curriculum ng CHED

Ang agham panlipunan at humanidades ang konsensya at kaluluwa ng edukasyon. Sila ang humuhubog hindi lamang sa kaalaman kundi sa pagkatao, kamalayang panlipunan, at pananagutang sibiko ng mamamayan.

Sa ganitong diwa, mariing tinututulan ng Departamento ng Agham Panlipunan ng Unibersidad ng Pilipinas Los Baños ang lumabas na draft memorandum order ng Commission on Higher Education (CHED) hinggil sa tinatawag nitong Reframed General Education Curriculum, kung saan nakaamba na gawing 18 units o anim (6) na kurso na lamang ang minimum requirement ng General Education (GE) sa bansa . Kung maipatutupad, magpapatuloy ito sa matagal nang pagtapyas sa GE mula sa orihinal na 63 units sa ilalim ng CMO No. 59, s. 1996 patungong 36 units sa CMO No. 20, s. 2013 bilang bahagi ng K-12 program.

Lubhang nakababahala ang epektibong paglusaw sa kursong Readings in Philippine History at tangkang baguhin ang oryentasyon ng kursong The Life and Works of Jose Rizal tungo sa Rizal and Philippine Studies na lumalabag sa diwa at probisyon ng R. A. 1425. Ang mga kursong ito ay hindi lamang akademikong rekisito. Sila ay pundasyon ng pambansang kamalayan, kritikal na pag-iisip, at pagpapahalaga sa kasaysayan at identidad ng sambayanang Pilipino.

Dagdag pa rito, binibigyang-diin namin na sa gitna ng lumalalang krisis sa lusog-isip o mental health ng kabataang Pilipino, lalong kinakailangan ang mga kursong nakatuon sa pag-unawa ng sarili, kapwa, at lipunan. Ang mga kursong tulad ng Understanding the Self at iba pang kursong may tuon sa lusog-isip at kagalingang sikopanlipunan ay mahalaga sa paghubog ng mga mag-aaral na may kakayahang harapin ang mga hamon ng buhay na dulot ng magkakaugnay na personal, pampamilya, at istruktural na suliranin, kabilang ang kahirapan, krisis sa edukasyon, at malaganap na korapsyon. Sa perspektibo ng Sikolohiyang Pilipino, ang pagkilala sa kapwa, loob, at kagalingang sikopanlipunan ay mahalagang bahagi ng holistiko at nakagiginhawang edukasyon.

Sinasabing isang batayan ng planong ito ang ulat ng EDCOM II na bagama’t hindi malinaw ang espesipikong sanggunian ay maaaring tumutukoy sa pahayag na umaabot sa 42 porsyento o 50 units ang GE. Subalit, kung susuriin ang umiiral na Policies, Standards, and Guidelines ng iba’t ibang degree programs sa bansa, gayundin ang CMO No. 20, s. 2013, malinaw na ang GE ay inaasahang 24 hanggang 30 porsyento lamang ng kabuuang bilang ng units. Kung gayon, ang suliranin ay maaaring nasa interpretasyon o konteksto ng datos at hindi sa mismong balangkas ng GE. Hindi kinakailangan ang paglikha ng mga kursong halo-halo ang nilalaman. Higit na makatutulong ang maayos na regulasyon at pagsubaybay sa pagdaragdag ng mga kurso lampas sa itinakdang minimum.

Ang planong pagbabagong ito ng CHED, sa pakikipagsabwatan sa mga burukrata sa mga nangungunang pamantasan sa bansa, lalo na kung isusulong nang walang malawak at makabuluhang konsultasyon, ay magdudulot ng pagnipis ng pag-unawa ng mga mag-aaral sa kasaysayan, lipunan, at kanilang sariling pagkatao. Ang mga mag-aaral na salat sa ganitong kaalaman ay mas nagiging marupok sa panlilinlang at manipulasyon, at mas madaling naipasasailalim sa hindi makatarungan at mapagsamantalang kalagayan sa paggawa. Sa halip na maglinang ng mapanuri, makabayan, at makataong mamamayan, may panganib na ang edukasyon ay mauwi sa pagsasanay ng murang lakas ng paggawa na nagkukulang sa pag-unawa sa kontekstong panlipunan at historikal ng bansa.

Sa harap nito, naninindigan ang Departamento ng Agham Panlipunan ng Unibersidad ng Pilipinas Los Baños laban sa panibagong tangkang pagpapahina ng GE. Nananawagan kami sa mga g**o, mananaliksik, mag-aaral, at iba pang sektor ng lipunan na magbuklod at ipagtanggol ang isang edukasyong makabayan, makatao, at mapagpalaya. Ito ay isang edukasyong kumikilala hindi lamang sa pagpapayabong ng isip o sa kakayahang makakuha ng trabaho kundi sa paglinang ng buong pagkatao ng kabataang Pilipino.

_____________________
Follow the UPLB Department of Social Sciences page or visit our official website (https://dss.cas.uplb.edu.ph) for more updates

27/04/2026

https://dailyguardian.com.ph/maroonong-g**o-ng-bayan-series-dr-ganela-honor-excellence-service-in-action/

There are people who arrive in leadership loudly—announced, decorated, expected. Some people step into leadership with noise.