Joshua Caesar O. Elegado, 3^rd Year Philosophy

University of Santo Tomas-Legazpi, Philippines

In the vast diversity of higher education institution in the Philippines, the need for a criterion to assess and evaluate such institutions is indeed necessary to ensure quality education in the reality of higher education for such to transform and develop Filipino communities in the means of integrating excellent and quality higher education institutions in the entirety. There is a certain qualification to which institutions may voluntarily inquire and apply to call for recognition as an institution which possesses a quality service of education, consistent of the laws, mentioning (RA 7722, RA 8981 CMO 15 s. 2005, CMO 18 s. 2005, CMO 01 s. 2005 CHED HANDBOOK ON TYPOLOGY, OBE, AND ISA MORPHE 2008.) to call for legitimacy for an institution to be deemed as accredited or recognized as an institution which offers academic excellence consistent to the given the terms of the agreement in the aforementioned laws. The reality of HEI (Higher Education Institution) in the Philippines is that, in terms of recognition, as institutions that provide quality education, there are in fact problems; a) Some institutions do not have initiatives in applying for recognition by the external arbitrators of education (external arbitrators of education is the one who gives the ruling for recognizing institutions to be deemed as an excellent provider and determining quality in the HEI) b) There are institutions that are recognized yet, the means of their recognition is made through tampering of documents to attain and reach minimum standards, thus, it concerns legitimacy, c) The external arbitration for education needs to have internal criterion and vice versa for a certain institution, to provide uniqueness, cultural appropriation and appreciation, and contextual advantage and efficiency while still upholding global competencies. There are indeed numerous factors that need to be addressed in order for an institution to be deemed as a provider of excellence and quality education, it cannot be settled by giving a standardization the caters only to what the West would, rather, it must call for contextual appropriation at the same time consistent with the global standard given the rulings of the law concerning extramural rulings for recognition for quality assurance of institutions. To implicate, the ruling of external and internal arbitration for education is indeed necessary to assure quality between institutions in the Philippines to be able to open the doors for the country's transformation and development, because if institutions are unchecked, it tends to convey the inferior quality of education there is in the Philippines and projects that our country has made a shelter out of the complacency that locked the doors of transformation and development, thus, it reflects how an individual must perform in his environment, that is, as an individual, we must ensure our quality and must be kept in check in the means of an external arbitrator, for example, an authority or law, in order for us to flourish at the very end of the day, if we expand this principle from an individual scale to a collective scale, we can, indeed, achieve human flourishing and open doors to attain the best versions of ourselves and transform societies for its betterment.