A public hearing by the Commission on Higher Education (CHED) on its revised General Education curriculum took place on May 5, 2026. Central to the discussion was Article V of the draft, which proposes significant changes to core history courses.
CHED plans to replace existing courses, such as 'Readings in Philippine History' and 'Life, Works and Writings of Jose Rizal,' with a new subject titled 'Rizal and Philippine Studies.' This move has raised serious concerns among historians and educators.
Critics argue that this change could lead to widespread unemployment among historians who primarily teach at the collegiate level. With a reduction in history courses, the teaching load for these educators would drastically decrease, limiting their ability to conduct research and publish scholarly work.
Many historians are not just educators but also active researchers. The current academic environment demands published work for career advancement, a requirement that may be jeopardized if historians are forced to transition to basic education roles, which are more demanding.
Some educators believe that CHED's approach could result in a significant deficit in historical knowledge production in the country. The question remains: how does CHED plan to address this potential shortfall?
Legal and Educational Implications
The proposed course 'Rizal and Philippine Studies' has also sparked legal concerns. Critics assert that the shift may violate Republic Act 1425, which mandates the inclusion of Rizal's works in the curriculum.
The objectives outlined in the new course do not align with the original intent of the Rizal Law, which focuses on nurturing patriotism among Filipino youth through the study of Rizal's life and works.
The life, works, and writings of Jose Rizal are a constant and inspiring source of patriotism that should be emphasized in education.
Republic Act 1425
Critics argue that the proposed changes dilute the purpose of studying Rizal, shifting focus from fostering national pride to a broader academic perspective.
As stakeholders await CHED's final decision, the implications of these changes remain a pressing concern for the future of history education in the Philippines.