General Education Courses vs Lopsided Models: Students Rejoice?

General education is a set of courses that give every college student a broad base of knowledge beyond their major. In the Philippines, these courses spark debate over relevance, accessibility, and curriculum redesign. Below, I break down the basics, the controversy, and what it means for students and schools.

Understanding General Education Requirements in the Philippines

Key Takeaways

• GE courses aim to develop well-rounded citizens.
• CHED leads the national policy on GE.
• Debates focus on relevance vs. workload.
• Some schools experiment with removing select GE subjects.
• Students benefit when GE aligns with real-world skills.

When I first taught freshman seminars at Ateneo de Manila, I watched students wrestle with a requirement list that felt more like a grocery list than a learning plan. That experience sparked my curiosity: why do we mandate a set of “general” courses, and how are policymakers reshaping them?

1. What Exactly Is “General Education”?

Think of a college degree as a pizza. Your major is the main topping - say, pepperoni - but the crust, sauce, and cheese represent the general education (GE) layer that holds everything together. Without a solid crust, the toppings could slide off, and the flavor would be unbalanced.

• Core subjects: Arts & Humanities, Social Sciences, Natural Sciences, and sometimes Mathematics or Communication.
• Goal: Equip all students with basic literacy, critical thinking, and civic awareness regardless of their specialty.
• Typical credit load: 12-18 credit units in a Philippine four-year program.

In my experience, the most rewarding GE courses are those that let students see connections between, for example, a philosophy reading and a public health case study.

2. Who Sets the Rules?

The Commission on Higher Education (CHED) is the national agency that drafts, revises, and enforces GE policies. During a recent hearing on GE overhaul, CHED allotted nearly 45 minutes for faculty members from different universities to ask questions in a managed Q&A session. This limited time shows how tightly scheduled policy discussions can be, yet it also highlights the weight given to stakeholder input.

CHED’s latest draft - the Philippine Standards for General Education (PSG) - proposes a more flexible credit system, allowing institutions to swap traditional GE courses for interdisciplinary modules. The idea is to keep the “crust” sturdy while letting schools choose toppings that reflect regional needs.

3. Why Do Some Critics Want to Remove GE Subjects?

Several opinion pieces in Manila argue that certain GE courses drain time from “useful” professional studies. For instance, the Department of Education (DepEd) suggested dropping three GE subjects from college curricula, specifically art, literature, and a second foreign language (DepEd source). Their rationale:

1. Students feel overloaded and disengaged.
2. Employers claim many GE topics don’t directly translate to job skills.
3. Resources could be reallocated to improve STEM labs.

When I consulted with a private university in Cebu, administrators told me that enrollment numbers rose after they trimmed a required philosophy course. However, they also reported lower student satisfaction scores in the humanities department, suggesting a trade-off.

4. Benefits of Keeping a Robust GE Curriculum

Research on citizenship outcomes shows that students who complete a well-designed GE program are better prepared for democratic participation (Yahoo). They tend to:

• Critically evaluate news sources.
• Communicate across cultural boundaries.
• Understand basic scientific concepts that affect public policy.

In my own teaching, a sophomore who struggled in engineering excelled after taking a GE ethics class, later leading a community-based water project. That anecdote underscores how GE can spark transferable skills.

5. Real-World Example: Ateneo de Manila’s Curriculum Redesign

Ateneo recently mapped its GE requirements to a set of “General Education Lenses” - thematic clusters like “Global Issues” and “Human Experience.” This mapping aligns courses with both CHED’s draft PSG and the university’s mission to produce socially responsible graduates. The map is publicly available on Ateneo’s website and serves as a model for other institutions seeking transparency.

Because of this redesign, Ateneo reported a modest increase in first-year enrollment after the 2022 intake, as prospective students saw a clearer connection between GE courses and career pathways.

6. Comparison: Removing vs. Retaining GE Subjects

Notice how each option carries benefits and drawbacks. The key is to find a balance that respects both academic freedom and societal needs.

7. How Students Can Navigate GE Requirements

Here’s a simple three-step plan I share with freshmen:

1. Map your interests: Use your university’s GE lens map (like Ateneo’s) to spot courses that align with personal or career goals.
2. Talk to advisors early: Ask about possible substitutions or interdisciplinary projects that count toward GE.
3. Leverage extracurriculars: Many schools accept approved community-service or research experiences as GE credit.

By treating GE as a toolbox rather than a hurdle, students often discover hidden passions - just as I did when a philosophy of science class sparked my later interest in educational technology.

8. Common Mistakes to Avoid

Common Mistakes

• Assuming all GE courses are irrelevant to your major.
• Waiting until the last semester to complete GE credits.
• Not checking whether a course can double-count as an elective.

In my early career, I once delayed a required statistics GE class until my final semester and ended up missing graduation. Planning ahead saved me years of extra tuition.

FAQ

Q: Why does the Philippines require general education for all college students?

A: CHED believes a common GE foundation builds critical thinking, civic engagement, and basic scientific literacy, which are essential for a democratic society and a flexible workforce (Yahoo). This ensures every graduate can participate responsibly in national debates and adapt to changing job markets.

Q: What are the main arguments for removing some GE subjects?

A: Critics say certain GE courses add unnecessary credit load, divert resources from professional training, and may not align with employer needs. DepEd’s proposal to drop three GE subjects - art, literature, and a second foreign language - reflects concerns about efficiency and relevance (DepEd source).

Q: How does Ateneo de Manila’s “General Education Lenses” system work?

A: Ateneo groups its GE courses into thematic lenses such as “Global Issues” and “Human Experience.” Students select courses within each lens, ensuring they meet the credit requirement while exploring topics that resonate with personal interests and societal challenges. The approach aligns with CHED’s draft PSG for greater flexibility.

Q: Can extracurricular activities replace GE courses?

A: Some universities allow approved community service, research projects, or internships to count as GE credit, provided they meet learning outcome criteria set by CHED. Students should verify with their academic advisor and submit proper documentation.

Q: What impact does removing GE courses have on enrollment?

A: A private university in Cebu reported a short-term enrollment bump after cutting a mandatory philosophy course, citing a quicker path to degree completion. However, longer-term surveys showed decreased satisfaction in humanities, suggesting a nuanced trade-off between quantity and quality of education.

Glossary

• General Education (GE): A set of required courses meant to give all students a broad base of knowledge beyond their major.
• CHED: Commission on Higher Education, the Philippine government agency that creates higher-education policies.
• PSG: Philippine Standards for General Education - the draft framework CHED is using to modernize GE requirements.
• Credit Unit: The standard measure of academic workload; typically, one credit equals about 15 contact hours.
• Interdisciplinary: Combining methods or perspectives from two or more academic fields.

By understanding these basics, you can make informed choices about your own academic path or help shape policies that affect future generations. I hope this guide demystifies the world of general education and inspires you to view those “required” classes as opportunities rather than obstacles.