Bridging Policy and Practice: The Status of Bicol University’s Graduate Education Under CHED’s New Graduate Education Framework

Abstract

Graduate education plays a crucial role in shaping a nation’s academic and research landscape, particularly in producing highly skilled professionals and scholars. In the Philippines, the Commission on Higher Education (CHED) has issued CMO No. 15 series of 2019 which prescribes the policies, standards, and guidelines for graduate programs in the Philippines. This policy study examined the status of Bicol University’s graduate education in response to this new framework, focusing on program alignment, institutional challenges, and opportunities for development. Using a qualitative-descriptive approach, the study assessed the extent to which Bicol University’s graduate programs comply with CHED’s updated policies and standards. Key areas of analysis included curriculum structure, faculty qualifications, research productivity, accreditation status, among others. Findings indicate that while Bicol University has made significant progress in aligning its graduate education with CHED’s mandates, challenges persist. These include inadequate faculty complement, limited faculty research engagement, limited publication, and the need for more strategic industry and international partnerships. Additionally, compliance with new accreditation and quality assurance measures requires further institutional support and policy refinements. Based on these findings, the study provides strategic recommendations for improving the implementation of CHED’s New Graduate Education Framework at Bicol University. Key recommendations include strengthening faculty complement, enhancing faculty research and publication support, increasing institutional funding for graduate research, fostering collaborative programs with industry and global institutions, and continuously refining policies to ensure sustainable program development. By addressing these areas, Bicol University can enhance the quality and competitiveness of its graduate programs, ultimately contributing to national higher education goals and international academic standards. This study contributes to the ongoing discourse on policy implementation in graduate education, particularly in bridging regulatory frameworks with institutional realities. It underscores the importance of proactive institutional strategies in navigating policy transitions while ensuring that graduate education remains responsive to both national and global academic demands.