Expanded tertiary education: Empowering lifelong learners

Last week, President Marcos signed into law Republic Act 12124, a significant milestone in the country’s commitment to inclusive and accessible education. This new law institutionalizes the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), recognizing the value of non-formal, informal, and indigenous learning systems as viable pathways to higher education. By embracing self-learning, independent study, and community-responsive training programs, RA 12124 paves the way for a more flexible and equitable education system in the Philippines.

For decades, higher education has remained largely structured around formal schooling, making it challenging for working professionals, self-taught individuals, and those with informal training to earn academic credentials. RA 12124 addresses this gap by institutionalizing a system that grants academic equivalency to knowledge and skills acquired outside conventional classrooms.

Under this law, individuals who have gained substantial expertise through work experience, apprenticeships, online courses, community engagement, or indigenous knowledge systems can have their competencies assessed and credited toward degree programs. This recognition is not only an acknowledgment of lifelong learning but also a strategic move to upskill the workforce without requiring them to leave their jobs or undergo redundant training.

Several pioneering initiatives align with the principles of RA 12124, demonstrating how non-traditional education can be effectively integrated into mainstream academic systems:
Industry-Aligned Competency Certifications – The Technical Education and Skills Development Authority (TESDA) has been implementing competency-based training programs that allow individuals to obtain National Certificates (NCs) in various trades and industries. These certifications can now serve as building blocks toward tertiary degrees.

Micro-Credentialing and Modular Learning – Some Philippine universities have begun offering modular and stackable credential programs, wherein learners can accumulate credits from short courses, workshops, and specialized training that can be converted into degree units.

Work-Based Learning Models – Companies in sectors like IT, healthcare, and engineering have partnered with academic institutions to create dual-training systems, where employees can integrate workplace learning with academic coursework, expediting degree completion.

Recognition of Indigenous and Community-Based Knowledge – In the Cordillera and Mindanao regions, programs are being developed to assess and accredit indigenous knowledge holders in agriculture, natural resource management, and traditional medicine, integrating local wisdom into formal education.

Many countries have successfully implemented similar Recognition of Prior Learning (RPL) frameworks, offering insights for the Philippines:

Australia’s RPL System allows professionals to convert work experience into formal qualifications, making career advancement more accessible.

Germany’s Dual Education System combines apprenticeships with academic learning, ensuring a seamless transition from training to employment.

Singapore’s SkillsFuture Initiative provides financial incentives for citizens to pursue upskilling programs aligned with industry demands.

RA 12124 positions the Philippines alongside these global leaders in education reform, ensuring that no learner is left behind, regardless of how or where they acquire knowledge.
By institutionalizing the Expanded Tertiary Education Equivalency and Accreditation Program, RA 12124 reinforces the principle that education is not confined to four walls of a classroom. It recognizes that learning is dynamic, continuous, and deeply intertwined with real-world experiences.

As we move toward a future shaped by digital transformation and evolving job markets, this law ensures that the Philippine education system remains adaptive, inclusive, and responsive to the diverse needs of learners and industries alike.