Friday, January 3, 2014



Pre-Spanish period

Spanish period

When the Spanish first arrived in Manila, they were surprised to find a population with a literacy rate higher than that of Madrid.
During the early Spanish period, most education was conducted by religious orders. The friars, recognizing the value of the literate indigenous population, built printing presses to produce material in baybayin. Missionaries studied the local languages and the baybayin to communicate better with the local populations and teach Christianity.
The church and the school both worked together. All Christian villages had schools for students to attend.
Spanish missionaries established schools immediately after reaching the islands. The Augustinians opened a school in Cebu in 1565. The Franciscans, in 1577, immediately took to the task of teaching improving literacy, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, also by the Dominicans in 1587, and they started a school in their first mission at Bataan.
In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and following the suppression of the Jesuits was incorporated into the University of Santo Tomas, College of Medicine and Pharmacy.

Cover of Doctrina Christiana
The first book printed in the Philippines dates back to 1590. It is a Chinese language version of Doctrina Christiana. A Spanish andTagalog version, in both Latin script and the locally used baybayin script, was printed in 1593.
In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The prologue read:
Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge.
Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it.[10]
In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public university in the Philippines. On April 28, 1611, the University of Santo Tomas was founded in Manila as the Colegio de Nuestra Señora del Santisimo Rosario.
By the end of the 16th century, several religious orders had established charity hospitals all over the archipelago and provided the bulk of this public service. These hospitals also became the setting for rudimentary scientific research work on pharmacy and medicine.
The Jesuits also founded the Colegio de San Jose in 1601 and took over the management in what became Escuela Municipal in 1859 (which was later renamed as Ateneo Municipal de Manila in 1865; today as Ateneo de Manila University). The Dominicans on their part founded the Colegio de San Juan de Letran in 1620 in Manila.
The Educational Decree of 1863 created a free public education system in the Philippines, run by the government. It was the first such education system in Asia. The decree mandated the establishment of at least one primary school for boys and one for girls in each town under the responsibility of the municipal government; and the establishment of anormal school for male teachers under the supervision of the Jesuits. Primary education was free and available to every Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict, they were not religious schools, but schools established, supported and maintained by the Spanish Government.
In 1866, the total population of the Philippines was 4,411,261. The total number of public schools for boys was 841, and 833 for girls, while the total numbers of children attending those schools were 135,098 for boys, and 95,260 for girls. In 1892, the number of schools had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.
Because of the implementation of public education, a new social class of educated Filipinos arose, the Ilustrados ('enlightened ones'). This new well educated middle class of Filipinos would later lead the Philippine independence movement, using the Spanish language as their common language. Among the Ilustrados who had also studied in Spain wereJosé RizalGraciano López JaenaMarcelo H. del PilarMariano Ponce or Antonio Luna, who were to lead later the cause of Filipino self-government and independence.

First Republic

The defeat of Spain following the Spanish-American War let to the short-lived independence and establishment of the First Philippine Republic. The schools maintained by Spain for more than three centuries were closed for a short period but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the country's first law school), the Academia Militar (the country's first military academy), and the Literary University of the Philippines were established. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the Philippine–American War hindered its progress.

American period

With the help of the still-unabolished Educational Decree of 1863 (which was used since the Spanish period), an improved public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this act created a heavy shortage of teachers. As a result, Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines more than 1,000 teachers from the United States called theThomasites from 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools. The same law established the Philippine Normal School (now the Philippine Normal University) to train aspiring Filipino teachers.
The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission.
In 1908, the Philippine Legislature approved Act No. 1870, which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.
The emergence of high school education in the Philippines islands, however, did not happen until 1910, caused by the rise in big businesses and technological advances in factories and the emergence of electrification that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for professional white-collar or skilled blue-collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
Two decades later, enrollment in elementary schools was about 1 million from about 150,000 in 1901, and about 100,000 in high school from less than 20,000 in 1901.



The new academic calendar is seen to have numerous advantages, such as facilitating work-life harmony of the academic community with longer term breaks, improving administrative work, maintaining school facilities to its optimal level, reducing operational expenses (i.e. electricity charges), and providing better flexibility in case of class cancellations due to holidays, typhoons, and other calamities during the rainy season.

Some Colleges and Universities offer Graduate School Studies and Foreign Exchange Programs as well. 



Metro Manila, The Philippines 

The City of Manila

They say if you make it in New York, you'll make it anywhere. I say if your child graduates from college in the city of Manila, you have a child who's ready to face the harsh part of the working world.
The traffic, the smoke, the constraints of dorms and boarding houses, the daily encounters with all kinds of people, the race for jeepneys and buses, the stretching of the peso, the struggles to complete projects without any help from parents or siblings, and the lack of comforts normal at home -- these are the things that will make your child strong. 
Since Manila is the oldest of the cities that make up what has been called Metro Manila, it's here where most of the public and private universities built their campuses. There are now other large universities outside Manila, but many of the biggest universities are still in Manila, with a number of them establishing bigger campuses in the suburbs, where plenty of open land is still available.

(for foreign students, check out International Students section under GLOBAL tab in its website)
(Medium of Instruction / Communication: 20% Filipino; 80% English)

The First Hundred Years Of The Ateneo De Manila

Ateneo de Manila University is divided into two major schools of higher education: the Loyola Schools, located in the Loyola Heights Campus, and the Professional Schools, located in the Rockwell and Salcedo Campuses in Makati.
The Loyola Schools is the tertiary level school unit of the Ateneo de Manila University that offers undergraduate and graduate degree programs in the Arts and Sciences. It is composed of the School of Humanities, the John Gokongwei School of Management, the School of Science and Engineering, and the School of Social Sciences. Each undergraduate has a home base in a particular school. Still, most preserve the diverse spectrum of interests that helped them get into Ateneo in the first place, using electives to round out their studies.

    Considered as one of the best private universities in the Philippines and as a first-rate university in Asia, the Ateneo de Manila University (ADMU) provides a strong liberal arts tradition imbued with the Ignatian spirit of service and excellence. It offers reputable major programs in science and engineering, social sciences, humanities and management.
    Cognizant of its role as a window to Asia, the Ateneo welcomes international students in its various undergraduate and graduate degree programs, student exchange programs and cultural immersion programs.


The number of international students in the Philippines has more than doubled over the last year. According to Bureau of Immigration Statistics, foreigners studying in the country have increased from 26,000 in 2011 to more than 61,000 in 2012.

The phenomenal increase could be partly attributed to a rise in the number of accredited institutions authorized to admit foreign students. This has risen from 104 schools and learning institutions in 2011 to 2,145 in 2012.

Based on sampled data for 2012 (e=+1), the biggest number of foreign students was from Iran at 21.44%. South Korean students comprised 19.62% followed by those from China and ASEAN countries at 18.39% and 10.97%, respectively. The remaining 23.58% were students from other countries all over the globe.


Jose Rizal at 11 years old, studied at Ateneo De Manila University
formerly Escuela Municipal de Manila, then Ateneo Municipal de Manila


(for foreign students, check out International Students section under GLOBAL tab in its website)
(Medium of Instruction / Communication: 30% Filipino; 70% English)

De La Salle University positions itself as a leader in molding human resources who serve the church and the nation. It is a Catholic co-educational institution founded in 1911 by the Brothers of the Christian Schools. The University is a hub for higher education training renowned for its academic excellence, prolific and relevant research, and involved community service.
Nestled in the heart of Manila, De La Salle University is home to local and international students seeking quality education for a brighter future ahead. It is situated in a vibrant city where culture and diversity is well manifested.

A Brief History

old lasalle
De La Salle University was established in 1911 by the Catholic teaching congregation Brothers of the Christian Schools (FSC, from the Latin: Fratres Scholarum Christianarum). The congregation was founded in 1680 as a community of consecrated laymen by St. Jean-Baptiste de La Salle to conduct, “together and by association,” schools that he established first in the northern French city of Rheims, to touch the hearts particularly of poor children, and to inspire them with the Christian spirit. De La Salle’s vision of teachers who “teach minds, touch hearts, and transform lives” led him to document the best practices that would guide the Brothers in their conduct of schools, to introduce pedagogy that could be characterized as distinctly modern, and in 1685, to put up the first ever normal school. De La Salle was canonized on May 24, 1900, and in recognition of the educational innovations he pioneered that are carried on by the congregation he had founded, he was declared as the Patron Saint of Teachers by Pope Pius XII on May 15, 1950.

In 1901, three years after Spain ceded control of the Philippines to the United States, the Americans established a new public education system using English as the medium of instruction. The Catholic educational institutions in the country at that time, however, continued using Spanish as their medium, and this practice raised concerns that the Catholic children would lose out in the quest for leadership roles under the American administration. Meanwhile, the Brothers had by then established their presence in 35 countries, including the United States. Thus, the American Archbishop of Manila, Jeremiah Harty, turned to the Brothers to pave the way for the introduction of English-based quality Catholic education in the country. After some hesitation because the endeavor demanded teaching the sons of the economic elite rather than the poor, the Brothers eventually relented, conceding that “upper-class children also needed good moral and spiritual training.” On June 16, 1911, nine brothers from Europe and the United States opened in the district of Paco, just outside the walls of the old city of Manila, the first La Salle school in the Philippines.
Through most of its history until shortly before it became a university, the school accepted only male students. Classes started in the new Lasallian school with 125 pupils at the primary and secondary levels. On February 12, 1912, the school was incorporated as De La Salle College (DLSC) and was granted permission to confer commercial high school diplomas in the same year. The first group of DLSC graduates—three students—received their diplomas in 1915. The college started offering a two-year Associate in Arts program in Commerce in 1920. With its population rising to 425 students, the college transferred to its present location in 1921. The college had by then established its reputation as an excellent business school. In a study made by the Board of Educational Survey in 1924, DLSC was acknowledged as the best private school in the Philippines. In 1931, after adding a year to its commerce program, DLSC would offer its first Bachelor’s Degree program.
Because it was located on the outer edge of Manila, the college was allowed to remain open for much of World War II, absorbing students from other schools that had closed, even while Japanese forces occupied part of the campus. The massacre of 16 brothers and 25 other residents on February 1, 1945 during the Liberation of Manila finally forced its closure. Classes at both primary and secondary levels resumed in July of the same year. The Bachelor of Science in Commerce program was reopened in 1946 with a new four-year curriculum, and the next decade saw the College branching out into other fields: Engineering (1947), Arts and Sciences (1953), and Education (1959). The College ventured into graduate education with the Graduate School of Business Administration in 1960, followed by Education in 1963.
De La Salle College was granted university status on February 19, 1975. It has since then become De La Salle University (DLSU). To deal with rising student population at both the basic and higher-education levels, the Brothers opened a new school in 1978—the De La Salle Santiago Zobel School in Muntinlupa (a then rising suburb to the south of Manila)—to phase out and transfer the primary and secondary schools from the University. The last grade school pupils on Taft Avenue graduated in 1983 and since then, De La Salle University has been solely a higher-education institution.
The College of Career Development was established in 1980 as a night school for working students. It eventually evolved into the College of Saint Benilde (CSB) in 1988. CSB became autonomous in 1994 and is now known as De La Salle-College of Saint Benilde.
Maturing into its new status as a university and responding to the economic conditions of the times, the University shifted from a semestral calendar to a trimestral system in 1981. The College of Computer Studies was established in the same year, while the College of Arts and Science was split into two—the College of Liberal Arts and the College of Science—the following year. The student population of the University grew from around 3,000 in 1981 to about 10,000 by the end of the decade. Withdrawing from the National Collegiate Athletic Association (NCAA) in 1981, DLSU was accepted to the University Athletic Association of the Philippines (UAAP) in 1986.
DLSU began its bid to become a research university in the 1990’s, steadily increasing the number of faculty members with doctorates through recruitment and faculty development. Research expenditures rose, and the investment translated into a robust increase in the university’s research output. As its centennial year drew near, the Philippine Lasallian community framed the Lasallian Guiding Principles (LGP) in 2003. These guiding principles directed the subsequent framing and institution of the Lasallian Pedagogical Framework (LPF) and the Lasallian Core Curriculum (LCC) in 2004. In 2008, the same principles were applied in the formulation of the Expected Lasallian Graduate Attributes (ELGAs).
Living up to its aim of serving the nation, the University established the College of Law in 2009 to contribute to a heightened awareness of human rights in Philippine society and to play a critical role in human rights advocacy. In 2010, the College of Business and Economics—which the original College of Commerce had evolved into—was split into the College of Business and the School of Economics to give the well-regarded Economics Department more leverage in fulfilling its role of influencing national policy development.
After one hundred years, De La Salle University continues to be inspired by the charism of its founder, aspires to be a leading learner-centered research university, and commits itself to bridging faith and scholarship in the service of society, especially the poor.
*Source: PAASCU 2013 Report

Center For Language and Lifelong Learning

Brief History

The Center for Language and Lifelong Learning opened its doors on November 21, 1989. It was then called the Center for English Language Learning. A pet project of the late Br. Andrew Gonzalez, FSC, President Emeritus of De La Salle University and former Secretary of the Department of Education, Culture and Sports, it originally aimed to offer courses in English as a Second/Foreign Language (ESL/EFL) to adult learners and other professionals.
The Center for Language and Lifelong Learning is a non-academic unit of the College of Education, De La Salle University, which caters to clients who are interested in improving and honing their English Language proficiency in the four basic communication skills of listening, speaking, reading and writing.
The Center is proud of its teachers who are specialists in their fields, particularly on English Language and its application. All language teachers are carefully screened and their continuing education is mandatory. This makes the Center the best of its kind on this side of the world.

Contact Information

De La Salle University-Manila
Center for Language Learning

Rm. 1503 Br. Andrew Gonzalez Hall
2269 Taft Avenue,
Malate, Manila 1004 Philippines
Tel. no.: (02) 310-0213
(632) 5244611 loc. 403

You may also want to check the experience of exchange students through Facebook: :

DLSU International Center


(for foreign students, check out International Students section under GLOBAL tab in its website)
(Medium of Instruction / Communication: 30% Filipino; 70% English)


A Korean Student who is currently enrolled at the University of the Philippines (U.P) and taking up an Engineering course. He has been in the Philippines for 2 years (as of this video).  He has learned to speak English and has become fluent in the language after enroling at  U.P Diliman 's English language course. He did not only learn English from his classes but also because the students in the University mostly communicate in English within the campus.


The University of the Philippines was established in 1908 with three initial colleges, the College of Fine Arts, the College of Liberal Arts and the College of Medicine and Surgery occupying buildings distributed along Padre Faura and R. Hidalgo in Manila as well as a School of Agriculture in Los Banos, Laguna. The succeeding years saw the establishment of additional colleges: the College of Law and the College of Engineering in Manila, as well as units in Los Baños for the College of Agriculture and Forestry.

The student population had shot up from the original 67 to 7849 in 1928, and continued to rise in the succeeding years. It was soon necessary for UP to make room for new colleges and create more academic programs. By 1939 the Board of Regents decided that it was time to look for a larger site, and sought funding to acquire a 493-hectare lot in Diliman. Construction began on that same year. However, with the outbreak of World War II and the invasion of Japanese troops in 1942, the university had to close some of its colleges while maintaining only some units such as the Colleges of Medicine, Engineering and Pharmacy operational. At the same time, two buildings-which were intended for the College of Liberal Arts and the Colleges of Law and Business Administration--and had already been built in Diliman, were occupied by Japanese forces.

When the war ended in 1946, the College of Law and College of Liberal Arts buildings were left with extensive damages. UP President Bienvenido Gonzales immediately endeavoured to restore the university to normal operations. He sought a grant of P13 million from the US-Philippines War Damage Commission, and this amount was used for an intensive rehabilitation and construction effort during the post war years. A map of Diliman campus made in 1949 shows the areas designated for future construction: the map records the optimism with which UP embarked upon its expansion projects; soon after the Diliman landscape was dotted with new buildings: the Library, the College of Engineering, the Women's Residence (what is now Kamia Residence Hall, the Conservatory of Music, the Administration Building and the President's Residence. Meanwhile, the rest of the colleges and administrative offices had to make do with temporary shelters, quonset huts made of sawali and galvanized iron.

The following decade saw the establishment of new institutes at Diliman, UP's response to the demand for more specialized fields of study at the same time that it was reformulating its approaches to tertiary education. One reform introduced into the university in 1959 was the General Education Program, a series of core courses prescribed for all students at the undergraduate level. Most of these courses were being taught at the then College of Liberal Arts, and UP President Vicente Sinco saw fit to reorganize the college. He created the University College, which would offer the core subjects to be taken in the first two years of the undergraduate course, and the College of Arts and Sciences and Graduate School of Arts and Sciences, which would offer major courses in the humanities, natural sciences and social sciences.

At the same time UP also set up additional training centers for spawning the nation's bureaucrats and technocrats and some of these institutes were subsequently elevated into colleges. Thus, during President Sinco's term these institutes and colleges were already in place: the Institute of Public Administration (1952), the Statistical Center (1953), the Labor Education Center, which would become the School of Labor and Industrial Relations (1954), the Asian Studies Institute (1955), the College of Home Economics(1961), and the Institute of Library Science (1961).

By the end of Carlos P. Romulo's term as UP President in 1968, UP had also become not only an institution of education, but also a center of research, a veritable think tank, while many of its faculty served as advisers and consultants in the national government. Romulo's administration was marked by the establishment of the Population Institute, the Law Center and the Applied Geodesy and Photogrammetry Training Center in 1964, the Institute of Mass Communications, the College of Business Administration, and the Institute of Planning in 1965, the Computer Center, the Institute for Small-Scale Industries in 1966, the Institute of Social Work and Community Development in 1967 and the Asian Center in 1968.

The "University of the Philippines" (translated in FilipinoUnibersidad ng Pilipinas and commonly abbreviated as U.P.) is the national university of the Philippines. Founded in 1908 through Act No. 1870 of the First Philippine Legislature, known as the "University Act" by authority of the United States, the University currently provides the largest number of degree programs in the country. Senate Resolution No. 276 of the Senate of the Philippines recognizes the University as "the nation’s premier university".
The University has produced a significant number of public figures and officials since its founding. Seven Philippine Presidents have attended courses in the University either as undergraduate or postgraduate students; 13 Chief Justices; 36National Artists and 34 National Scientists are also affiliated with the University.
U.P. has the most National Centers of Excellence and Development among higher education institutions in the country and one of only three schools in Asia that have received institutional recognition in the Ramon Magsaysay Awards.
U.P. is partly subsidized by the Philippine government. Students of the university and its graduates are referred to as “[Mga] Iskolar ng Bayan” (“Scholars of the Nation”). This makes admission into the University extremely competitive. In 2012, about 76,600 applicants flocked to test centers to take the University of the Philippines College Admission Test(UPCAT) for undergraduate admission. Around 12,700 of the applicants were admitted for the year 2012, an acceptance rate of approximately 17% for the entire U.P. System. In its recent admission test, U.P. added essay questions that tested the writing literacy of its High School exam takers.
The symbol of U.P. is the Oblation. This is a figure of a naked man, with arms outstretched and face pointed upwards. The Oblation is based on the second stanza of Jose Rizal's Mi Ultimo Adios.
The year 2008 was proclaimed as the "U.P. Centennial Year" and the years 1998-2008 as the "University of the Philippines Decade."  The U.P. System is ranked as the top university in the country by the QS World University Rankings.

Constituent universities

At present, the University of the Philippines System is composed of seven (7) constituent universities (CU) located in 12 campuses around the country.
On September 24, 2010, the U.P. Board of Regents approved the elevation of the status of U.P. Visayas Cebu College as an autonomous unit, in preparation for its constituent university status in the next five to seven years.
U.P. Diliman is the flagship campus of the university and offers the most number of courses. On July 19, 2011, the Bases Conversion and Development Authority donated to U.P. a 4,300-square meter (1 acre) lot at the Bonifacio Global City (BGC) in Taguig for the U.P. Professional Schools, which will initially include the College of Law, College of Business Administration, College of Engineering, School of Statistics and the U.P. Open University.
Each constituent university of U.P. is headed by a chancellor, who is elected on a three-year term by the Board of Regents. Unlike the president, who is elected on a single six-year term without re-election, the chancellor maybe re-elected for another three-year term but it is upon the discretion of the members of the Board of Regents.


(for foreign students, check out International Students section under GLOBAL tab in its website)
(Medium of Instruction / Communication: 50% Filipino; 50% English)
(formerly 90% Spanish; 10%  Filipino)

The University of Santo Tomas (UST) is the oldest existing university in Asia. In terms of student population, it is the largest Catholic university in the world in a single campus. The institution was established through the initiative of Bishop Miguel de Benavides, O.P., third Archbishop of Manila. On July 24, 1605, he bequeathed the amount of one thousand five hundred pesos and his personal library for the establishment of a “seminary-college” to prepare young men for the priesthood. Those funds, and his personal library, became the nucleus for the start of UST and its library.
The founding of the University of Santo Tomas followed on April 28, 1611. With the original campus located in Intramuros, the Walled City of Manila, UST was first called Colegio de Nuestra Señora del Santisimo Rosario, and later renamed Colegio de Santo Tomas, in memory of the foremost Dominican Theologian, St. Thomas Aquinas.
history 3 - pope_innocent_x
Pope Innocent X
On July 29, 1619 the Colegio was authorized to confer academic degrees in theology and philosophy. By November 20, 1645, Pope Innocent X elevated the college to a university. In 1680, it was subsequently placed under the royal patronage of the Spanish monarchy. In 1681, Pope Innocent XI declared it a Public University of General Studies allowing it to confer other degrees. In 1734 Pope Clement XII authorized the University to confer degrees in all existing faculties as well as in all others that might be introduced in the future. The Pope also approved the curriculum in the entire field of jurisprudence.
During the British invasion of Manila in 1762, the University raised four companies of students and professors numbering 400 men each. These saw action in battles against the British until 1764.
The expulsion of the Society of Jesus from the Philippines in 1768 left the University of Santo Tomas as the only institution of higher learning in the islands.
history 4 - king_carlos_iii
King Carlos III
In 1785 in recognition of the role of the students and faculty in resisting the British, King Charles III conferred the title of “loyal” to the university and formally granted it the status of a royal university.
On May 20, 1865, a royal order from Queen Isabella II gave the University the power to direct and supervise all the schools in the Philippines and the Rector of the University became the ex-officio head of the secondary and higher education in the Philippines. All diplomas issued by other schools were approved by the Rector of the University and examinations leading to the issuance of such diplomas were supervised by the Dominican professors of UST.
On September 17, 1902, Pope Leo XIII made the University of Santo Tomas a “Pontifical University”, and by 1947, Pope Pius XII bestowed upon it the title of “The Catholic University of the Philippines”. The University of Santo Tomas is the second university in the world after the Gregorian University in Rome to be granted the formal title of Pontifical University. The Gregorian University was allowed to assume this title in 1873.
The continuing increase in enrolment prompted the administration, in 1927 to transfer the university campus from Intramuros to its present site in Sampaloc district, which covers a total of 21.5 hectares. The Intramuros campus continued to operate until its destruction during the Second World War.
Pope Leo XIII
Pope Leo XIII
Since its establishment in 1611, the university academic life was disrupted only twice: once, from 1898 to 1899, during the second phase of the Philippine Revolution and the Filipino-American War, and for the second time, from 1942 to 1945, when the Japanese Occupation Forces during the Second World War converted the UST campus into an internment camp where around 2,500 allied civilians were detained. Buildings such as the Main Building, the Gymnasium and an annex building behind the Main Building called the Domestic Arts building, were used as living quarters. The internees were liberated by the U.S. forces on February 3, 1945.
Throughout its more than 400 years of existence, the University has become the alma mater of four Filipino heroes who shaped the nation’s destiny like Jose Rizal, Emilio Jacinto, Marcelo H. del Pilar, Apolinario Mabini; Philippine Presidents such as Manuel Luis Quezon, Sergio Osmeña, Jose P. Laurel and Diosdado Macapagal; various Chief Justices of the Supreme Court, senators, congressmen, scientists, architects, engineers and writers, all outstanding in their chosen professions. It was visited by two popes, Pope Paul VI and Pope John Paul II, and various heads of states and foreign dignitaries.
The years have proven that the passion for excellence has become a Thomasian trademark. As an academic institution, the University of Santo Tomas has produced excellent professionals in its five clusters of discipline – science and technology, arts and humanities, education and the social sciences, medicine and health, and ecclesiastical studies. It has also continued to be at the forefront of the Philippine educational system.

UST Language Center

The UST Language Center (USTLC) aims to contribute to the development and improvement of the language proficiency of Filipino and Foreign students, whether enrolled in UST or in any Philippine and International academic institutions. The Center generally offers short courses focusing on Intensive English and Filipino grammar for non-Filipino learners and enhancement courses in English and Filipino for Filipino and non-Filipino learners.
Summer Class Offerings
  1. Creative Writing (for ages 9 to 16)
    This course aims to stimulate the imagination and creativity of the participants for written self-expression. Guided interactive and fun activities will build and reinforce vocabulary, give the participants opportunities to use words in a variety of ways and take them to the level where they can dabble in writing descriptive essays, short stories and poems
  2. Grammar and Correct Usage (Children and Adult Classes)
    This course is “for learners with very little English” or “for learners whose grammar is weaker than the other aspects of their English” or “who have problems with particular areas of basic grammar.” It will focus on particular problematic areas of the different parts of speech and will provide the participants extra practice for grammar, correct word usage contextualized within dialogues, letters, articles, etc. for the students to consider meaning and form. As a result of this course, the participants will be able to use words, sentences and paragraphs to communicate meaning correctly, accurately, and effectively in social, academic, and business communication.
  3. Conversational English (Adult Class)
    This course aims to improve conversational fluency through a variety of techniques that will be put into practice. While the main focus of the course is interactive communication, the participants will also work on pronunciation, vocabulary expansion, and grammar. Class activities will include pair work, group discussions, games and quizzes, among others. Conversational English fluency builds self-confidence, enhances social connections, and opens up employment and business opportunities. 
  4. Reading/Writing Workshop (Adult Class)
    The course is designed to help the participants improve their ability to read with understanding and write with clarity. They will be provided opportunities to apply different reading strategies and methods to different types of texts. They will be engaged in both guided and independent reading activities to develop the ability to recognize elements of the writing system, knowledge of vocabulary, word and sentence structures and discourse markers. Having acquired a good understanding of structure, content and writers’ techniques from their readings, the participants will work on the three basic types of writing: description, narration and exposition. 
  5. Speech and Personality Enhancement (Adult Class)
    This course aims at improving the speech image (personal appearance and oral communication skills) of the participants. Factors that make for a wholesome personality such as self-awareness, positive self-concept, affirmative attitude, self-confidence, basic hygiene and proper grooming, deportment and poise, creating personal style and class will be explored. Since speech is a key facet of personality, the course will provide the participants ample practice to develop voice and diction and to produce the proper rhythm of speech brought about by stress, blending, phrasing and intonation.
  6. Public Speaking and Presentation Skills (Adult Class)
    As a result of this course, the participants will become confident and successful public speakers. They will recognize the importance of a good speech presentation, develop skills in structuring and scripting a speech, overcome shyness, manage stage fright, build self-confidence, and improve communication effectiveness in delivering a speech by learning how to use voice and diction, facial expressions, gestures and bodily actions effectively, how to establish credibility and engage the audience, and how to create and optimize the use of audio-visual aids such as the power point, multi-media devices, etc. At the conclusion of the course, each participant will deliver a 5 to 10 minute extemporaneous speech with adequate preparation, and will be constructively evaluated by the members of the class.
  7. IELTS Review
    This is an intensive program that will prepare the participants for the IELTS (International English Language Testing System) for general (immigration to another country for employment) or academic (studying abroad) purposes. The course will build vocabulary, hone the English skills of the participants necessary to pass the four sections of the test (Listening, Reading, Speaking and Writing) and teach test-taking techniques. An increase in English fluency and preparedness for the IELTS are sure to provide the test-taker self-confidence, and therefore get a good score.

Contact Information

Department of English
University of Santo Tomas
Espana, Manila
OVRAA – General Education Office
Telephone : (02) 749-9779, 406-1611 Loc. 8342



Guidelines & Requirements

Policy Guidelines

  1. Only candidates for high school graduation of the current school year are qualified to take the UST Entrance Test (USTET).
  2. The following applicants must secure clearance from the UST Registrar's Office before submitting their Application and Grades Form:
    1. Passers of Philippine Educational Placement Test (PEPT) and the Non-Formal Education Accreditation and Equivalency (NFEA&E)
    2. Students who are graduates of the previous school year
    3. Candidates for graduation from foreign schools
    4. Foreigners graduating from local schools
    (Please bring original academic records, certification for passing PEPT/NFEA&E and alien certificate of registration papers or passport, when applicable)

Requirements for Application (as of 2013)

  1. Applicants may apply on site or online. 
  2. Submit the following together with the accomplished Application and Grades form:
    1. Clear photocopy of NSO birth certificate
    2. Two (2) 2” x 2” recent identical pictures with white background and with printed name and signature at the back
    3. Non-refundable application fee.
      Foreign students studying abroad - P1,500 
      Foreign students studying in the Philippines - P1,000 
      Filipino students studying abroad - P1,000

Requirements for Admission (as of 2013)

A foreign student who qualifies for admission must present/submit the following to the Office of the Registrar:
  1. Student Visa secured from the Philippine Foreign Service Post in the country of origin or legal residence.
  2. Five (5) copies of the Student’s Personal History Statement (PHS) duly signed by him/her, all in English, his/her personal seal, if any, and containing among others, his/her left and right thumb- prints and a 2”x2” photograph on plain white background taken not more than six months prior to submission.
  3. Transcript of Records/Scholastic Records duly authenticated by the Philippine Foreign Service Post located in the student applicant’s country of origin or legal residence.
  4. A notarized Affidavit of Support including bank statements or notarized notice of grant for institutional scholars to cover expenses for the student’s accommodation and subsistence, as well as school dues and other incidental expenses.
  5. Photocopy of data page of the student’s passport showing date and place of birth, and birth certificate or its equivalent duly authenticated by the Philippine Foreign Service Post.

Contact Information

Office for Admissions (OFAD)
Rm. 104, Tan Yan Kee Student Center
University of Sto. Tomas España, Manila, Philippines
Telephone:      (+632) 406.1611 loc. 8276  / (+632) 310.7211
Mobile:             (+632) 917.815.6323
Tele-facsimile  :      (+632) 310.7214

The Arch of the Centuries of the University of Santo Tomas (UST), photographed by anyofloresof

Interior square of one the main buildings of the University of Santo Tomas (UST), the oldest university in Asia, having been founded in April 1611, photographed by anyoflores of

Jose Rizal in 1879

Some of the Philippine Heroes were products of UST in College. José Rizal (at the front) with friends Trinidad Hermenegildo Pardo de Tavera (right) and Félix Pardo de Tavera (in the back) posing for a Juan Luna portrait.


(for foreign students, check out International Students section under GLOBAL tab in its website)
(Medium of Instruction / Communication: 50% Filipino; 50% English)

Since its establishment in 1928 by founder Dr. Nicanor Reyes, Sr., FEU has been recognized as one of the leading universities in the Philippines.
The first Accountancy and Business school for Filipinos, the university has, through the years, expanded its course offerings to the Arts & Sciences, Architecture & Fine Arts, Education, Engineering and Computer Studies (FEU East Asia College), Graduate Studies, Law and Medicine (FEU-Nicanor Reyes Medical Foundation).
True to its mission of producing graduates who have contributed to the advancement of the country, FEU is proud of its alumni have been successful key government officials, influential accountants and businessmen, famous media personalities, innovative education administrators and faculty, expert physicians and nursing leaders, decorated national and professional athletes, cutting edge architects, artists and engineers.
Under the current leadership of Dr. Michael M. Alba, University President, along with a dynamic and cohesive team of academic and non-academic managers, the university continuously challenges itself to raise the bar of excellence and bring real learning to its students beyond the four walls of the classroom.
Far Eastern University, Manila 
Nicanor Reyes Street, Sampaloc, Manila 
Tel No: +63-2-7355621 (trunkline) 

Admissions & External Relations Office
Ground Floor, Arts Building
Telephone Numbers: (02)736-0036,
(02)735-5621 to 30 loc. 251/ 295
Fax: (02)734-4971
Email Address:
Registrar’s OfficeGround Floor, Arts Building
Telephone Number: (02)735-0044,
(02)735-5621 to 30 loc. 217/ 307
Email Address:
Application Procedures for the INTELAC (Intensive English Language Course)
The university uses English as its medium of instruction. As such, the Intensive English Language Course was designed to provide English training preparation for international students who may find difficulty is such a setting. The INTELAC runs for 80-120 hours. The modules intend to provide basic speaking, listening, reading and writing skills for use in their academic activities in the university.
1. Get endorsement form from the Admissions Office.
2. Present the endorsement form to the English Department, 3rd floor of the Arts Building.
3. Pay the INTELAC fee (P15,000) at any FEU cashier.
4. Present official receipt to the English Department.
5. Get your schedule.
Note: All international students required to take the INTELAC must present their INTELAC Certificate during enrollment.
Special Study Permit

The Special Study Permit applies to international students who would like to seek admission but are below 18 years of age.

Step 1
• Prepare and submit the requirements for conversion to the Admissions.
• Admissions will be screen/ check all documents.

1. Checklist
2. Request Letter (should be notarized)*
3. Two (2) General Application Forms (should be notarized and with 2×2 photo)*
4. Notice of Acceptance (addressed to the student)
5. Letter for Commissioner of Bureau of Immigration (should be notarized)*
6. Photocopy of passport
- bio page
- latest arrival
- latest departure
- stamp of authorized stay (must be at least 20 days)
7. Photocopy of Icard (ACR) front and back
8. Photocopy of School Representative’s ID
9. Original passport
10. Contact information

(check out their website for more details)
International Student Admissions
International Students are non-Filipino citizens seeking admission to the university. They may be admitted after satisfying all admission requirements concerning international students. As FEU students, they are expected to observe and recognize the distinctive philosophy, vision and mission of the university.
All international student applicants are required to consult the Admissions & Financial Assistance Office regarding admission and student visa concerns.
Application and Admission Procedures
International Student Admission
International Students are non-Filipino citizens seeking admission to the university. They may be admitted after satisfying all admission requirements concerning international students. As FEU students, they are expected to observe and recognize the distinctive philosophy, vision and mission of the university.
All international student applicants are required to consult the Admissions Office regarding admission and student visa concerns.
Basic International Student Requirements for Admission
• Student Visa or other authorized visas by the Bureau of Immigration
• Pass the FEU College Admissions Test (for undergraduate level) or Graduate Level Test (for graduate level)
• Finish the Intensive English Language Course (INTELAC) if required
Application Procedures for International Students
1. International student applicants must submit photocopies of authenticated documents to Admissions Office.
2. The Admissions Office then requests verification with the Registrar’s Office on the required documents for acquiring a student visa.
3. The international student applicants will then be instructed to proceed to the English Department for INTELAC (Intensive English Language Course):
a. Students who are first language speakers of English and those who pass the English assessment will be exempt from taking the INTELAC. They will be issued a waiver.
b. Those advised to take the INTELAC will be required to finish the course as a prerequisite for admission.
4. The international student will be required to take the FEU College Admissions Test (for undergraduate programs) or Graduate Level Test (for graduate level programs).
5. The international students are advised to verify test results with the AERO.
6. Successful applicants will be issued three (3) letters:
a. Notification letter from the AERO
b. Endorsement letter for the Bureau of Immigration from the Registrar
c. Notice of Acceptance from the Registrar
7. After successful completion of the specified admissions test, the international student will be assisted by AERO or Registrar staff for Student Visa or Special Study Permit (for those below 18) at the Bureau of Immigration.
Please note that only the duly authorized Liaison Officers of the university can represent international students at the Bureau of Immigration.
8. Only those who have secured appropriate visas and INTELAC certifications (as required) will be allowed to enroll by the Registrar’s Office.

Student Visa Requirements for International Students

A student visa (other recognized visas) is required before any international student can officially enroll.
1. Documents that need to be duly authenticated by the Philippine Embassy, Consulate or Philippine Foreign Service Post having consular jurisdiction over the country of origin or legal residence and to be submitted in duplicate:
a. Official Transcript of Records/ Scholastic records
b. Notarized affidavit of support or proof of adequate financial support to cover expenses for student’s accommodation and subsistence, school dues, and other incidental expenses together with bank statement.
c. Police clearance certificate issued by the national police authorities in the student’s country of origin or legal residence.
2. Additional documents that need to be prepared when the student is already in the Philippines:
a. Four (4) copies of student’s Personal History Statement (forms are available at the Registrar’s Office).
b. Quarantine Medical Clearance Certificate (stamped in the passport) issued by the National Quarantine Office (located at the back of the Manila Hotel, Intramuros, Manila)
c. Two(2) photocopies of passport pages bearing the student’s name, photo, birthday and birthplace; data and stamp of the latest arrival; and Quarantine Medical Clearance Certificate
d. Certified true copy of Certificate of Eligibility for Admission (CEA) issued by CHED, for students in courses or programs where restrictions exist (such as Dentistry and Medicine).
3. An endorsement letter for the Bureau of Immigration and a Notice of Acceptance will be issued by the Registrar’s Office after the student applicant has completed nos.1 & 2.
4. Alien Certificate of Registration (ACR) indicating the student’s visa status.
a. Immigrants, permanent residents, foreign diplomats and personnel of consular mission organizations residing in the Philippines, holders of Special Investor’s Resident Visa (SIRV), and Special Retiree’s Resident Visa (SRRV) must submit a verified copy of their ACR.

(for foreign students, check out International Students section under GLOBAL tab in its website)

(Medium of Instruction / Communication: 20% Filipino; 80% English)

Miriam (formerly Maryknoll) College is a non-profit, non-stock Catholic educational institution that has offered programs for young women at the basic, tertiary, post-graduate and adult education levels for more than 85 years. The institution also supports specialized centers engaged in curriculum development, research, community outreach and advocacy in the fields of social development, peace education, environmental studies and women’s empowerment. Together, these academic courses and special centers work in harmony to realize Miriam College’s vision as a premier educational institution in the Philippines.

Miriam College has molded many generations of students in the tradition of academic excellence and service to God, the community and nation. We are proud of having developed competent, well-rounded, principled individuals who possess a clear understanding of the socio-political issues of the times, who are motivated to participate in nation-building, and provided with a solid cultural foundation. It is in this context that Miriam College seeks to find its niche in the formation of Women Leaders in Service.

Miriam College is K-12 Ready

Why does my child need to go to a K to 12-ready School?

Completing 12 years of Basic Education is the the global standard for decades now and the Philippines is the only country in Asia and among the three remaining countries in the world that has a 10-year basic education cycle. K to 12 is necessary because it will:

  • improve kindergartners’ readiness for primary grades;
  • decongest the country’s 10-year curriculum cycle; 
  • equip high school students for college/university education and prepare them for the world of work after graduation; and
  • give Filipino professionals better recognition internationally

Is Miriam College prepared for a K to 12 transition?
Yes, Miriam College is one of the few schools in Metro Manila recognized as a K to 12 model school with a Grade 7 already in place. In the event of a full national implementation of the K to 12 program, Miriam College will just have an addition of one year in high school.
The school administration has also made the transition a crucial component of its own goal towards program quality and relevance. For this reason it has set up various committees to ensure the seamlessness of transition across all levels.

When and how will Miriam College implement the K to 12 Program
Miriam College will fully implement its K to 12 program starting School Year (SY) 2013-2014. A one-time acceleration scheme will be adopted wherein those who are currently in kindergarten will be accelerated to Grade 2 while the Grade 1 students will be accelerated to Grade 3 (click the button on the right to view the graph and see the corresponding age for each level). The current students in the First Step and Nursery levels will be the first to experience the eventual addition of an extra year.
It has to be noted that along with the acceleration, the curriculum in each level will be enhanced. This means that each acceleration level, learning content and skills shall primarily be made developmentally appropriate while the same time compliant to national learning standards. It also provides for the specific needs of both high achievers and the academically challenged.

Will the transition mean longer hours for my child?
We will not have longer hours in pre-school and grade school despite the acceleration and transition. The enhancement of the quality of learning experiences and processes will primarily focus on transition. In the high school, aside from adding a few minutes in each subject, we shifted to trimester scheme of learning. This allows students to have more opportunities to master learning content and performance standards given a more focused period of study.

What happens to my child if she is a transferee?
Miriam College will review the basic education program of a transferee's previous school to check whether it offers the basic competencies in each level Then, she is required to undergo a placement examination. This assessment will enable the school to determine her actual grade level. While age is a major consideration for admission to grade level, the learner's levels of achievement and readiness remain more crucial.

Language Learning Center


"Building Bridges Through Languages"

The Language Learning Center is a special program of Miriam College under the Office of the Vice President for Academic Affairs. It provides quality instructional services to male and female, local and international students to learn English and other foreign languages to develop their proficiency in their communication skills. 

Contact Information

Language Learning Center
Room 300, 3rd Floor
Caritas Building, Miriam College
Katipunan Avenue, Loyola Heights, Quezon City 1108 Philippines

(+632) 5805400 to 29 extn. 1190 and 1191

(+632) 5805400 to 29 extn. 1114



(for foreign students, check out International Students section under GLOBAL tab in its website)

(Medium of Instruction / Communication: 20% Filipino; 80% English)

Pedro Poveda, Founder of the Teresian Association

Pedro Poveda was born in Linares, Spain on December 3, 1874. After he was ordained priest in Guadix in 1897, he exercised his first apostolic ministry among the poor cave dwellers. He organized a livelihood program for adults and established a school for children. He gave himself to human and social advancement of the poor and marginalized people.

In 1906, he was assigned as Canon in Marian Sanctuary of Covadonga. While in Covadonga, he became aware of the importance of education and the emerging trends, so he dedicated himself to solve the problems that confronted Christian education at that time. He wrote to the university sector of Madrid where women were just beginning to take active part in the academic life of the universities.

When the Civil War broke out, he was identified as an enemy by those who wished to dechristianize the schools. On July 28, 1936, he was shot to death for his faith and for the cause of Christian education.

He was beatified by Pope John Paul II at St. Peter's Basilica on October 10, 1993, together with Victoria Diez, a member of the Teresian Association.
May 4, 2003 marked the canonization of Pedro Poveda by Pope John Paul II in Madrid, Spain. Fr. Poveda was declared SAINT. His work is continued by the many men, women and youth in four continents where the Teresian Association is.

The Teresian Association

The Teresian Association is an international association of lay men and women called together to make Jesus present in today's world. Founded in 1911 by Saint Pedro Poveda, It is committed to transform society through the promotion of Gospel values.

The Teresians fulfill their mission mainly through the practice of their professions. They are involved in family ministry, pastoral work, mass media, arts, health care, livelihood programs and research. The Association is engaged in different educational, socio-cultural and humanitarian endeavors and is present in 31 countries, with thousands of members and collaborators.

The first group of members came to the Philippines from Spain in 1950. Their first apostolic activities were centered on the Christian formation of students in the universities and residences, which they opened for university students.


Formerly Poveda Learning Center, the heritage of Saint Pedro Poveda College stems back to 1960 when Institucion Teresiana School was opened. The school first offered Kindergarten and Primary classes, and began offering Preschool, Elementary and High School Education by 1969.

Pedro Poveda's philosophy and principles of education are integrated in the school's Personalized Education Program (PEP). This program has been implemented since the beginnings of the school.

By December 3, 1974, during the birth centennial celebration of Saint Pedro Poveda, Institucion Teresiana changed its name to Poveda Learning Center as a fitting tribute to him. That same year, UNESCO honored Pedro Poveda as "Humanist and Educator".

As a response to the call to contribute to the transformation of Philippine Society, two degree programs in the field of education and business administration with various areas of specialization are being offered, effective AY 2005-2006. With the expansion into tertiary education, the name of the school has been changed to Saint Pedro Poveda College..

Admission Application
      For Foreign Applicants:
  • Alien Certificate of Registration I-Card (original & clear photocopy)
  • Special Study Permit
  • Passport (original & clear photocopy)
Application with INCOMPLETE requirements WILL NOT be processed.

EDSA corner P. Poveda Street
Quezon City 1100
P.O. Box 1091
Telephone Numbers:
631-8756 to 58 and 633-6152 to 54
Registrar's Office - local 120
Accounting Office - local 102
Grade School Office (Pre-kinder to Grade 1) - local 115
Grade School Office (Grades 2 to 6) - local 113
High School Office - local 107



(Exclusive All-Girls College)

(for foreign students, check out International Students section under GLOBAL tab in its website)

(Medium of Instruction / Communication: 20% Filipino; 80% English)

Assumption College (ACAssumption SanLoAssumption Makati formerly known as the Assumption Convent) is a private,Roman Catholic school exclusively for girls located in San Lorenzo Village, Makati CityPhilippines established in 1958. Assumption San Lorenzo is the successor of the Assumption Convent along Herran Street, the original campus in Ermita, Manila. It provides education from pre-school, elementary, secondary, tertiary, to graduate level. The alumnae and present students of this school include daughters and granddaughters of Presidents, industrialists, politicians, and prominent figures in Philippine society.
Assumption College is recognized by the Department of Education and the Commission on Higher Education and also a charter member of the Philippine Accrediting Association of Schools, Colleges and Universities. It has earned Level III accreditation on all of its respective departments and schools.

Early history

Sister Marie Eugénie Milleret de Brou (later canonised as Saint Marie-Eugénie de Jésus; 1817–1898) established the Congregation of the Religious of the Assumption in Paris on 30 April 1839 as a means to make a Christian transformation of society through education. The order arrived in Spanish colonial Philippines in 1892, and at the request of Queen María Cristina, consort of King Alfonso XII of Spain, they established the Superior Normal School for Women Teachers in Intramuros in 1892 which pioneered women education in the Philippines. Among its first alumnae were Rosa Sevilla de Alvero, Foundress of the Instituto de Mujeres; Librada Avelino and Carmen de Luna, who founded Centro Escolar University. At the outbreak of the Philippine Revolution of 1896, the order ceased operation of the school and returned to Europe.

Herran-Dakota campus

At the request of Pope Pius X, a group of anglophone Assumption Sisters returned to Manila in 1904; the Philippine Islands were by then already under American control. With the group of Sisters were Mother Helen Margaret as Superior, and Mother Rosa María, who subsequently spent most of her religious life in the Religious of the Assumption in Asia. Originally an elementary and secondary school, the College was added in 1940. Its successors are Assumption College San Lorenzo and Assumption Antipolo.
Formerly found in the genteel enclave of Ermita, the school very much resembled the renowned girls’ schools of France and the rest of Europe, becoming a favourite amongst Manila’s pre-War élite. It was considered a school for the alta de sociedad and there was no other value more emphasised than the French term noblesse oblige: “To whom much is given, much will be required.” The school was once at the corner of Calle Herran and Calle Dakota (now known as Pedro Gil and Adriatico, respectively), beside the old Padre Faura campus of the all-boys' Ateneo de Manila, where the brothers of Assumptionistas often studied. It was from this time when the so-called “Ateneo-Assumption” families sprung up, with entire clans exclusively attending either school. It offered subjects such as SpanishFrench, Language and Reading in English, Arithmetic, and Religion, as well as Manners and Penmanship.
During the Second World War, the whole school and the rest of the city were destroyed by heavy aerial bombardment in the 1945 Liberation of Manila. As with many schools, Assumption College resumed classes in quonset huts and in a battered auditorium in the ruins of the Herran campus. Mother Superior Rosa María brought the school back to its feet and relaunched it in 1947 when the Reconstruction began, reopening in 1948. The Herran campus officially closed its doors in 1973, and today Robinsons Place Manilacurrently stands where it stood with the Padre Faura campus of Ateneo also stood.

CSA Makati Logo.png

(for foreign students, check out International Students section under GLOBAL tab in its website)

(Medium of Instruction / Communication: 20% Filipino; 80% English)

Colegio San Agustín – Makati (abbreviated as CSA or CSA-Makati) is a private, co-educational Catholic school conducted by the Order of Saint Augustine. It is located on Palm Avenue, Dasmariñas VillageMakati CityPhilippines. While it is not the oldest Augustinian school in the Philippines named Colegio San Agustín (that distinction belongs to Colegio San Agustin-Bacolod), it is the most prominent of the three schools bearing the same name. Like its namesake schools, the students of CSA-Makati are called Augustinians (FilipinoAgustino).
The school is one of the most diverse in the Philippines in terms of nationality, with 11% of the student population coming from over 40 countries.

The Augustinians in the Philippines established more than three hundred towns and churches before they shifted to the field of education at the end of the 19th century. First, they offered vocational education in the orphanages of Mandaluyong and Guadalupe. Then, they built several schools: Colegio (now University of) San Agustin, Iloilo in 1904, Colegio del Santo Niño, Cebu in 1946 and Colegio San Agustin, Bacolod in 1962. 

Due to the fast pace of growth of Manila and its environs the Augustinians, through their Superior, Fr. Santos Abia, O.S.A., had a school constructed in 1969, to “impart religious instruction along with the official education programs”. That school was Colegio San Agustin, Makati.

In 1967 the Augustinians purchased from Ayala Corporation eight (8) hectares of land in Dasmariñas Village, Makati, with an option to buy four (4) adjacent hectares within ten years. On November 24, 1976, nine years later, they received as donation from Ayala Corporation, two of the four (4) hectares stipulated in the option agreement. In turn, they released the last two (2) hectares of land to Ayala Corporation, for the latter to sell to other parties. By then, Colegio San Agustin already owned ten hectares: eight (8), through purchase and tw
o (2), through donation. 

Foreign Students

Parents must sign the Declaration of Citizenship the very first time they enroll their children at CSA as foreign nationals wherein they declare that they will abide by the following school policies on student citizenship.

  • Colegio San Agustin shall consider only the citizenship declared on the Enrollment Slip during registration by the student, his/her parent, guardian or representative.
  • Parents will be held responsible for the veracity of the information on the Enrollment Slip, inclusive of citizenship, which will be used as basis of fees/ges, sectioning and other purposes.
  • Once admitted into the school, the student may not change his/her citizenship for as long as he/she is enrolled at Colegio San Agustin.
  • For Filipino citizens with dual or multiple citizenship, the following will be strictly observed:
          a.   A child with a Filipino parent, father or mother, should use Filipino as his citizenship
      b.   A child, with both Filipino parents, born abroad at the time when any or both parents are of Filipino citizenship will also be registered as Filipino
      c.   a child born when parents are alerady naturalized foreign citizens will be registered as foreign
  • Foreign students with 9A (tourist/balikbayan) visas should secure a special study permit  (to be processed by the school´s Bureau of Immigration Accredited Liaison Officer).
  • Students exempted from securing special study permits are the principals, spouses, and unmarried dependent children below 21 years old  (who are holders of a valid same visa as a dependent of the principal) of the following categories of foreigners:
        a.   permanent foreign residents
      b.   Foreigners with valid working permits under C.A. No. 613, sections 9(d), 9(g) and 47 (a) (2) of the Philippine Immigration Act of 1940, as amended
     c.   Personnel of foreign diplomatic and consulr missions residing in the Philippines
     d. Holders of Special Investor´s Resident Visa (SIRV) and Special Retirees Resident Visa (SRRV) 
      e.  Foreign students coming to the Philippines with section 47 (a) (2) visas issued  pursuant to existing laws, e.g., Presidential Decree No. 2021
  • Generally, all foreign pupils/students wills stay  in the multi-cultural class if space permits, unless they request to be placed in a regular class.
  • Non-Filipino students are exempted from the fourth year high school ACP class.


SSC Seal.png
(All-girls college)
(for foreign students, check out International Students section under GLOBAL tab in its website)

(Medium of Instruction / Communication: 30% Filipino; 70% English)

St. Scholastica's College Manila (SSC or colloquially St. Scho) is a Catholic institution for women established in 1906 and managed by the Missionary Benedictine Sisters of Tutzing. It is located in 3.66 hectare lot in Malate in the city of Manila. It is bounded by Estrada Street on the north, P. Ocampo Street on the south, Singalong Street on the east and Leon Guinto Street on the west. The college was established initially offering elementary grades. It started admitting high school students in 1907 and opened its collegiate department in 1920. It pioneered formal music education in the Philippines, opening a Conservatory of Music in 1907. Although St. Scholastica's College is an exclusive school for women, admission of male students in the MusicFine Arts, and Interior Design programs have been allowed.

St. Scholastica's College is recognized by the Department of Education and the Commission on Higher Education and also a charter member of the Philippine Accrediting Association of Schools, Colleges and Universities. It has earned Level III accreditation on all of its respective departments and schools. The college will undergo its second accreditation on February 2007.
St. Scholastica's College celebrated its centennial celebration on December 3, 2006, at the Quirino Grandstand in Manila.


St. Scholastica's College was founded by five young German sisters: Mother M. Ferdinanda Hoelzer, OSB, Sr. Petronilla Keller, Sr. Cresentia Veser, Sr. Winfrieda Mueller and Novice Alexia Ruedenauer on December 3, 1906 at the request of Apostolic Delegate Monsignor Dom Ambrose AgiusO.S.B. and Archbishop of Manila Jeremiah James Harty, D.D. to give religious education to the poor children of Manila. Archbishop Harty also gave the same request to the Christian Brothers which led to the establishment of De La Salle College in 1911. The site of the St. Scholastica’s College then was a small residential house surrounded by fishermen's huts in the fishing village of Tondo. There were then six paying students and 50 non-paying students or scholars.
A year after the college opened, it moved to a property in San Marcelino Street in Manila which was later occupied by St. Theresa's College Manila and where Adamson University now stands. The school was then housed in an old military barracks. On December 14, 1914 the college was moved again to another site in Singalong Street where the college presently stands. The land, about three hectares was then bought for the amount of two cents per square meter. St. Scholastica's College, along with its neighbor, De La Salle University-Manila, was ravaged by World War II where its school buildings were all destroyed. Reconstruction of the buildings began in 1946 and took nine years to restore.



International School Manila is a private, non-profit, non-sectarian day school for boys and girls from Preschool to Grade 12. It is governed by a ten-member Board of Trustees elected from and by the parents of enrolled students and by Sustaining Members of the Corporation.
The curriculum is international in orientation with approximately 80% of the students taking courses leading to the full IB Diploma. There are also regular High School classes available. Special features include English as a Second Language, Learning Support, Design Technology and Robotics. Foreign language offerings include Mandarin, Filipino, French, Japanese, Korean and Spanish.
More than ninety percent of the faculty are expatriates, mainly from the US, the UK, Canada, Australia and New Zealand; the remaining professional staff are Filipino citizens. The student body is an international mixture: twenty-four per cent are North Americans, thirteen per cent are Filipinos, with the other students representing seventy countries around the world. The majority of students have an average length of stay of two to four years. Ninety-nine per cent of the graduates go on to colleges and universities, mostly in North America and Europe.
The school year starts in early August and ends in early June, with a three-week Christmas vacation and a one-week spring break. Daily classes run from 07:30 to 2:15 in Elementary, and until 2:45 for Middle and High School students. The co-curricular program includes interscholastic competition in sports and in the intellectual and artistic fields, as well as a full range of special-interest activities. Children attending ISM wear the school uniform. 
In the school year 2002/03 IS Manila celebrated the opening of its new campus in Fort Bonifacio in the district of Taguig. Facilities in the seven-hectare campus include: four gymnasia, three swimming pools, one competitive all-weather track and playing field, another all-weather field and a grass field, ten tennis courts, two fitness gyms, two canteens (one for MS/HS; one for ES), a multi-level media center containing a total of 80,000 print and non-print resources, a 350-seat capacity Little Theater and an 880-seat fully-equipped Fine and Performing Arts Theater. All rooms, including the two hundred classrooms, are air-conditioned. The campus is well maintained and the facilities are upgraded every year.
Students of the international community may apply for entrance at any time during the school year. Upon request, details about the admissions process will be sent by the Admissions Office, email: or may be obtained on-line at 

English-as-a-Second-Language (ESL) Program
The International School Manila provides an ESL program for students whose first language is not English and whose English language skills limit full access to the regular grade level curriculum. 

International School Manila
University Parkway, Fort Bonifacio, Taguig City 1634, Philippines
Telephone Number: (+632) 840-8450 / 840-8454
Fax Number: (+632) 840-8475

International School Manila
University Parkway, Fort Bonifacio, Taguig City 1634, Philippines
Telephone Numbers: (+632) 840-8550/840-8553
Fax Number: (+632) 840-8575
Email Address:

International School Manila

University Parkway, Fort Bonifacio, Taguig City 1634, Philippines
Telephone Numbers: (+632) 840.8650 or 840.8653 ( Sam or Laurie )

Branches:  Manila, Baguio, Subic

Charles Henry Brent, our school's founder, was born in Canada in 1862. After his ordination in the Anglican Church of Canada, he moved to the United States and in 1901 was elected Missionary Bishop of the Philippines for the Protestant Episcopal Church.

The Bishop founded Brent School Baguio in 1909. Originally a boarding school for the sons of American families stationed in the Philippines, more than one hundred years later the original Brent School in Baguio is currently a co–educational boarding and day school with and international student population.

In 1984, the Board of Trustees of Brent School established Brent International School Manila in Pasig, Metro Manila. This second Brent school assumed the traditions, the style, and the educational system of its mother school and graduated its first twelve students in 1986. In 1994, the Board of Trustees accepted an invitation from the Chairman of the Subic Bay Metropolitan Authority to open a third Brent school in Subic for children of foreign investors and those of the local community. In 1997 the three schools were incorporated separately, and each now has its own Board of Trustees under the Corporation. (Locate the tab “Other Brent Schools” to view the websites for Baguio and Subic.)

Bishop Brent statue picture
Also in 1997, Brent International School Manila began construction of a new campus in Mamplasan, Biñan, south of Manila and Alabang. The campus, with a capacity for 1,500 students, was opened in 1999. The Pasig campus was closed at the end of the 2007-2008 school year. Brent International School Manila operates out of the Mamplasan, Biñan campus but also runs the satellite school for elementary students on the International Rice Research Institute compound in Los Baños.

Our rich past has deep meaning today, symbolically and in practice. Brent invites students from all religious faiths and backgrounds, and provides a quality Western-style education in a nurturing atmosphere of acceptance and tolerance. Our positive sense of community, and ability to support students in mind, body and spirit, is proudly traced to our unique inception in 1909.

The Early Learning Center (ELC) is a building specifically designed to meet the needs of children ages three (Nursery) to eight (Grade 2). The established curriculum includes Language Arts, Mathematics, Social Science, Science, Religious Studies, Physical Education, Music, Art and Computer Education. In addition to their own computer lab, ELC students have their own Library/Media Center, which they visit weekly.

Lower School classrooms are located in the main building. Core classes consist of Language Arts, Mathematics, Social Science, Science, Religious Studies, Physical Education, Choral Music, Art and Computer Education. Choral Music and recorder are part of the music program options in Grade 4, and in Grade 5 students may opt for Band, Choir or Strings. Lower School religion courses meet once a week and are gospel based. All Grade 4 and 5 students participate in a three-day/two-night camp experience every February. 

All Middle School students study the core subjects of Language Arts, Mathematics, Social Science, and Science. Middle School students also take Music, Physical Education, Religious Studies and Computer Education a Modern Language. The language program offers various levels of French, Mandarin, Pilipino and Spanish. The exploratory program in Middle School includes experiences in Art, Band, Choir, Drama and Strings. Middle School religion courses study the main religions of the world. All Middle School students also participate in a three-day/two-night retreat every February.

The Upper School offers a quality university preparatory curriculum for students in Grades 9 to 12. To graduate, students are required to take courses in English, Mathematics, Social Science, Science, Health and Physical Education, Visual and Performing Arts, Technology, Religious Studies and take a Modern Language that is not their native tongue. Modern Language courses are offered in English, French, Korean, Mandarin, Pilipino and Spanish, and can be arranged in other languages in grades 11 and 12. Students in Grades 11 and 12 take courses within the rigorous and challenging International Baccalaureate Diploma Program. Successful completion of the International Baccalaureate Diploma can lead to admission into top colleges and universities around the world. Participation in continuing Service Learning experiences as part of the CAS (Creativity, Action, Service) component of the IB Diploma Program is also a requirement for all graduates.

Student Achievement

In 2010 Brent adopted the Measures of Academic Progress (MAP) to provide data on student achievement and guide instruction. Results from the previously used Stanford Achievement Test, version 9 (SAT9), consistently show that Brent Manila students in Grades 3 to 10 are well-above students in the U.S. when compared to the U.S. National Percentile Rank. Higher scores in Math when compared to Reading and Language scores can be attributed to the fact that approximately 75% of Brent Manila students carry passports from countries where English is not the primary language.


Brent International School Manila offers the ESL (English as Second Language) Program to non-native speakers of English whose English Language competency is insufficient for them to be successful in the regular academic program. The main objective of the program is to prepare ESL students for entry into the standard level of Brent's regular academic program. The program aims to achieve a high level of English proficiency in the students and to develop the confidence that will enable them to have access to instruction in the mainstream, as well as to participate fully in the life of the school.


The Korean International School Philippines (Hangul한국채택국제학교필리핀), is a titled an international school, the school is taught according to Korean school curriculum and in the Korean language,  thereby catering to Korean people residing in Taguig,Philippines.

It is located in Upper McKinley Hill, Bonifacio Global City near the Korean Embassy, British Embassy, and Manila American Cemetery and Memorial. The school is accessible by car through 2 thoroughfares of Metro ManilaEpifanio de los Santos Avenue, and C.P. Garcia Avenue (C-5 Road).

Phase I

Phase II

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2013중등부 교내 체육대회

2013년 수재민 성금 전달자카르타한국국제학교와의 국제협력 사진Chuseok
Club Activity_3

Korean International School Philippines


Located at 28 A Meralco Avenue, Ortigas Center, Pasig City, Philippines. (Beside Renaissance Center)

Romarinda International School composes mostly of Koreans and Filipinos. Some are Spanish and Japanese.



Fountain International School is noted to have a very good, friendly relationship with parents and guardians of our students.  The school always considers the comments and acts immediately on the suggestions of the parents.  Parents and guardians are given time every trimester to update the academic and conduct of their children in school.  Teachers are not only competent and effective facilitators of learning but also loving and concerned second parents of the students.

Student activities inside and outside of the school are always in line with the curriculum being followed by the school as it always stresses functional learning.  The activities help the students grow to their fullest potential taking into consideration the individual differences and preferences of the students in learning how to learn.  Before we do any school activity, a matrix is prepared for the approval of the principal and director to make sure that every activity is integrated into the curriculum of the school.
Parents of each grade level are invited for dinner to strengthen the bonding and to open the line of communication between the school (admin, teachers and staff) and the home (students, parents and guardians). Home visitations are also done by the class teachers, subject teachers and a representative from the Administration.
The school is accredited and recognized by the Department of Education in the Philippines. It is affiliated with other schools abroad under the roster of schools of the ICAD Foundation. We are currently on the process for the Cambridge curriculum.

Fountain International School (San Juan City)


ANNAPOLIS CAMPUS#14 Annapolis St. North East Greenhills,
San Jua, Metro MANILA
Tel. Nos.: (02)  724 21 77 / 744 31 58

SANTOLAN CAMPUS1 Government Center, Santolad Road,
Pinaglabanan, San Juan, Metro Manila
Tel. Nos.: (+632) 723-7307
(+632) 723-7308
E-mail :


Eton International School

Southville International School and Colleges (Paranaque)

Reedley International School (Quezon City)


Mahatma Gandhi International School Manila - Philippines is named after a great man of wisdom who is acknowledged by the world as a man of all times because of his high ideals and vision for peace and universal brotherhood.  The school admits students of all nationalities.


    * FIRST TERM - August to October
    * SECOND TERM - November to February
    * THIRD TERM - March to mid-June
    * SUMMER BREAK - mid-June to early August


    * 7:30 AM to12:00 PM - KINDERGARTEN I & II
    * 7:30 AM to 2:45 PM - KINDERGARTEN III to Grade 12

Q: What are your start and end dates?

A: Our school year begins around the second week of August, and finishes the first week of June. We take a three-week vacation for Christmas, and term breaks on the last week of October and in April for Holy Week. We observe Philippine holidays.

Q: What are the school hours?

A: Kindergarten 1 and 2 students attend school Monday through Friday from 7:30 a.m. to 12 noon. Students in Kindergarten 3 through Grade 12 attend classes Monday through Friday from 7:30 a.m. to 3:00 p.m. The school day ends at the regular time, and extends up to 5:00 p.m. to give way to After-School Activities (ASAs). Offices are closed on weekends.

Q. Do students wear uniforms?

A. MGIS students have two uniforms. One is for regular academic classes and one is for Physical Education (PE) classes. The uniforms are the same for Nursery through Grade 10. 
For regular classes, girls wear a plaid blue skirt, a white blouse with MGIS logo on the pocket and a blue suit coat with MGIS logo; while boys wear dark blue pants with a matching dark blue suit coat, a white polo with MGIS logo worn with a tie for PYP and blue polo with a tie for MYP. Students are provided with two sets of regular uniform and a set of P.E. uniform every school year.

Q: How do you decide grade placement?

A: In deciding for grade placement, MGIS considers the age and/or grade level most recently completed by the student. International students who might be needing special approaches for social, academic and speech communication adjustment are evaluated and placed in the Resource Room at a certain time of the day for individualized teaching method, so as to assure success in the students’ transition by providing them time to adapt to the new environment, classmates, teachers and curriculum in MGIS.

Q: Do you have school bus?

A: School buses, each with an accredited driver and attendant, are available to provide transport service to various routes. 

Q: Do students bring their own food, or buy food at school?

A: Kindergarten 1 and 2 students are encouraged to bring a snack from home; students in these grade levels will take their lunch at home. Students in Kindergarten 3 through Grade 12 should bring a snack and a packed lunch, but they may also buy food from the cafeteria. The school cafeteria serves hot student meals complete with rice, two dishes, banana and juice/iced tea at a reasonable price of P70 per meal. Sandwiches, croissant, salad, and pasta are also available.

Q: What school supplies are needed?

A: School supplies, art materials and textbooks are covered in the cost of tuition and are usually given on the first day of school. 

Q: Do you have a foreign language program?

A: English is the medium of communication in MGIS.  For purposes of learning, British, American and Asian English are acceptable in speaking and in writing. We teach Mandarin from Kinder, and French is taught in the Middle Years. IGCSE students (Grades 9 and 10) may choose either Mandarin or French. IB students (Grades 11 to 12) are taught French.  For non-native English speakers, we offer EAL (English as Acquired Language) /ESL program. We also teach Filipino in the Philippine History, Culture and Language subject.


Brent International School
Brentville Subdivision,
Brgy. Mamplasan Biñan,
Laguna 4024 Philippines
T : (634) 9511 4330/39
F : (634) 9511 4343
W :
E :

British School Manila
36th Street, University Park,
Fort Bonifacio Global City Taguig,
Metro Manila, Philippines
T : (632) 840 1570
F : (632) 840 1520
W :
E :

Cebu International School
PO Box 735, Pit-os, Cebu City,
6000, Philippines
T : (633) 2417 6390
F : (633) 2417 6394
W :
Esteban International School
PO Box 1991, Makati Central Post Office,
Makati City 1255, Manila, Philippines
T : (632) 844 2812
F : (632) 810 9872
E :
W :

European International School
75, Swaziland Street
Better Living Subdivision,
1711 Parañaque City Philippines
T : (632) 776 1000
F : (632) 824 1517
W :
Faith Academy
Campus Development,
MCPO Box 2016, 0706
Makati City, Philippines
T : (632) 658 0048
F : (632) 658 0026
W :

French School Manila
Ecole Francoise de Manille,
75, Swaziland Street,
Better Living Subdivision,
1712 Paranaque, Manila, Philippines
T : (632) 824 1062
F : (632) 824 6927
W :
E :
German School Manila
European & German Sections
#75 Swaziland St.,
Better Living Subd.,
Paranaque City
T : (632) 776 1000
F : (632) 824 1517
W :
E :

Harvest Christian International School Cebu
Harvest Christian School International
24-B Tres Borces St., Mabolo Cebu City,
Philippines 6000
T : (632) 232 9608
F : (632) 231 0208
W :
International British Academy
Gen. Aguinaldo Highway, Anabu II-D,
Imus, Cavite, Manila, Philippines
T : (+63)46-471-5922
F : (+63)46-471-5924
W :
E :


List of medical schools in the Philippines


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