COLLEGE OF EDUCATION

HISTORY OF THE COLLEGE OF EDUCATION

The College of Education (CED), formerly known as the Education Department, is one of the pioneering board-examination programs of the City College of Manila (CCM), now, Universidad de Manila (UDM), tracing its beginnings to the establishment of the University in 1995. Since its inception, the College has remained committed to providing quality pre-service teacher education, developing competent and compassionate educators, and preparing future teachers to respond effectively to the evolving needs of learners, schools, and society. 

Through the years, the College has continuously strengthened its academic programs, enriched its curriculum, and upheld the University’s commitment to quality, value-oriented, and learner-centered education. Beyond professional competence, the CED endeavors to instill Filipino values, ethical responsibility, compassion, and a genuine commitment to service among its future educators. 

The development of the College has been guided by the dedicated leadership of its successive chairpersons and deans. Prof. Francia G. Sierra, who served as the first chairperson from 1995 to 1997, laid the foundation for the College’s early development. She was succeeded by distinguished academic leaders, namely Dr. Ma. Rita R. Aranda, Dr. Susan S. Aguilos, Dr. Jose M. de Leon, Dr. Virginia I. Berganio, Dr. Ma. Jacqueline B. Patarata, Dr. Ma. Victoria I. Crisostomo, Dr. Antonio A. Taringting, and Prof. Alistair B. Selorio. Their collective contributions and leadership have been instrumental in shaping the identity, direction, and continuing growth of the College. 

A significant chapter in the history of the CED began on August 1, 2022, when Dr. Amalfi B. Tabin, Jr., one of the pioneering faculty members of the University, was designated as Dean. His appointment was initially made on a year-to-year basis, with each subsequent year representing a renewed expression of the University’s trust and confidence in his leadership. Rather than being defined by a single long-term appointment, his tenure has been sustained through successive yearly appointments, culminating in five years of continuous leadership in 2026. 

Under his stewardship, the College has continued to pursue academic excellence, strengthen its faculty and programs, and expand its research, community engagement, and professional development initiatives. One of the notable accomplishments during this period was the University’s 88% passing rate among first-time takers in the Licensure Examination for Teachers (LET), reflecting the collective efforts of the College’s faculty, students, administrators, and support personnel in advancing the quality of teacher education at UDM. 

The achievement is particularly significant because board examination performance serves as one of the important indicators of the effectiveness of a teacher education program. The strong performance of UDM’s first-time LET takers during Dr. Tabin’s tenure stands as a testament to the College’s continuing commitment to quality instruction, effective academic preparation, student support, and the professional formation of future educators. 

From its beginnings in 1995 to its continuing journey today, the College of Education remains a vital part of Universidad de Manila’s commitment to accessible and quality teacher education. Its history is a story not only of programs and leadership transitions, but also of generations of faculty members, students, and administrators who have worked together toward one enduring mission: to prepare educators who are competent, compassionate, values-driven, and committed to transforming the lives of their learners. 

As the College looks toward the future, it carries with it the legacy of those who came before, the achievements of the present, and the continuing responsibility to educate those who will educate the next generation. 

From 1995 to today, the College of Education continues to educate, to care, and to make a difference. 

MANDATE AND FUNCTIONS

The College of Education (CED) of the Universidad de Manila is mandated to provide quality, accessible, and relevant teacher education that prepares competent, ethical, values-oriented, and socially responsive professional educators. In support of the University’s vision, mission, and commitment to “Uplifting lives through quality education,” the College fulfills its mandate through four interrelated and complementary core functions: Instruction, Research, Extension, and Faculty Professional Development. 

1. Instruction

    1. The College provides quality and responsive teacher education through the delivery of outcomes-based, learner-centered, and competency-driven instruction. It ensures that its academic programs, curricula, teaching strategies, learning resources, assessment practices, and student support services are aligned with current educational standards, professional requirements, and the evolving needs of learners and society.
    2. The CED is committed to developing future educators who demonstrate strong content knowledge, pedagogical competence, professional ethics, critical thinking, creativity, technological literacy, and a deep sense of service. Through classroom instruction, field study, practice teaching, experiential learning, and other authentic learning experiences, students are prepared for the demands and responsibilities of the teaching profession. 

2. Research

    1. The College promotes a culture of research, innovation, and evidence-based practice among faculty and students. It undertakes and supports research initiatives addressing issues and emerging concerns in teacher education, pedagogy, curriculum and instruction, learner development, community education, and other areas relevant to the University’s mission. 

      Research outputs are utilized to inform instructional practices, enhance academic programs, address community needs, and contribute to the advancement of knowledge. The College likewise encourages faculty and students to disseminate research findings through conferences, publications, professional forums, and other scholarly platforms.

3. Extension and Community Engagement

    1. The CED extends its expertise and resources beyond the classroom by implementing community-based, needs-responsive, and sustainable extension programs. These initiatives are designed to address identified educational and community needs while providing faculty and students with meaningful opportunities to apply their knowledge and skills in real-world settings. 

      Through partnerships with schools, barangays, government agencies, and other stakeholders, the College promotes education, community empowerment, social responsibility, and lifelong learning. Extension activities are likewise integrated with instruction and research to ensure that the College’s academic work contributes to meaningful community transformation.

4. Faculty Professional Development

    1. The College recognizes that quality teacher education begins with a competent, committed, and continuously developing faculty. It therefore provides and supports opportunities for faculty members to enhance their professional, academic, research, technological, and pedagogical competencies. 

      Faculty development initiatives include trainings, seminars, workshops, conferences, research activities, professional certifications, graduate studies, accreditation-related activities, peer learning, and other continuing professional development opportunities. The College encourages faculty members to pursue lifelong learning and remain abreast of emerging trends, policies, technologies, and innovations in education. 

      Through these four core functions, the College of Education seeks to establish a dynamic and interconnected academic environment where instruction is enriched by research, research responds to educational and community needs, extension translates knowledge into meaningful action, and faculty professional development sustains the quality of all academic endeavors. 

      Ultimately, the mandate of the College goes beyond producing graduates who pass the licensure examination. It is committed to developing educators who are competent in their profession, grounded in values, responsive to their communities, and prepared to make a lasting difference in the lives of their learners.

CED VISION

  1. A local but globally competitive college that envisions to be a Center of Excellence in Teacher-Education that prepares visionary and ethical professionals in a diverse learning environment. 

CED MISSION

  1. To nurture a life-long gender sensitive environment that promotes quality and excellent education for the city and the country. 

CORE VALUES

E – Empowered 

D – Dynamic and Globally Competitive

U – Upright Ethically and Morally

C – Committed to Excellence

A – Adaptable and Resilient

R – Research and Extension Oriented

E – Education with a Heart 

INSTITUTIONAL DIRECTION

The College of Education (CED) is committed to advancing its position as a center of excellence in teacher education by sustaining quality, strengthening innovation, and pursuing continuous improvement in all areas of its academic and institutional operations. Anchored on the University’s commitment to “Uplifting lives through quality education,” the College shall pursue a strategic direction that integrates excellence in instruction, research, extension, faculty development, and professional performance. 

Moving forward, the College shall focus on the following strategic directions: 

1. Sustained Excellence in Instruction and Board Examination Performance

    1. The College shall continuously enhance the quality of its teacher education programs, instructional delivery, assessment practices, student support systems, and experiential learning opportunities to ensure that graduates are adequately prepared for the Licensure Examination for Teachers (LET) and for the professional demands of the teaching profession. 

      Building on its strong board examination performance, the College aims to sustain and progressively increase its LET passing rate, with a strategic target of at least 95% passing performance among first-time takers, while maintaining performance above the national passing rate. 

      Beyond producing successful examinees, the College shall aspire to produce LET topnotchers and nationally competitive graduates, reflecting the quality of instruction, academic preparation, mentoring, and professional formation provided by the CED. 

2. Strengthening a Culture of Research and Scholarly Excellence

    1. The College shall intensify its research productivity and establish a stronger culture of research excellence, innovation, collaboration, and scholarly dissemination. Faculty and student research shall be aligned with emerging issues in education, community needs, institutional priorities, and global educational trends. 

      A major direction of the College is to increase the number and quality of peer-reviewed scholarly publications, with particular emphasis on faculty research published in Scopus-indexed journals and other reputable international and national research databases. 

      The CED shall likewise promote collaborative and interdisciplinary research, research mentoring, conference participation, research dissemination, and partnerships with local and international academic institutions to strengthen the global visibility of its research outputs.

3. Responsive and Impactful Community Extension

    1. The College shall strengthen its community extension programs by developing initiatives that are needs-based, sustainable, research-informed, and responsive to the educational and social realities of partner communities. 

      Extension programs shall be designed not merely as outreach activities but as opportunities for knowledge translation, community empowerment, student engagement, and measurable social impact. Stronger partnerships with schools, local government units, communities, and other stakeholders shall be pursued to expand the reach and sustainability of CED’s extension initiatives. 

4. Continuous Faculty Professional Development

    1. The College shall invest in the continuous professional growth of its faculty members by providing opportunities for advanced studies, professional certifications, research development, training, seminars, conferences, international exposure, and other continuing professional development activities. 

      The College shall progressively strengthen a faculty profile characterized by advanced academic qualifications, professional expertise, research productivity, technological competence, and active participation in professional and scholarly communities. 

      Faculty development shall be strategically linked to institutional priorities, ensuring that professional growth contributes directly to improved instruction, stronger research productivity, enhanced extension services, and better student outcomes. 

5. Innovation, Digital Transformation, and Future-Ready Teacher Education

    1. The College shall embrace educational innovation, digital technologies, artificial intelligence, and emerging pedagogical approaches to ensure that its programs remain relevant to the changing educational landscape. 

      The CED shall encourage the responsible and ethical use of technology in teaching, learning, assessment, research, and academic management while preparing future educators to become digitally competent, adaptable, innovative, and future-ready professionals. 

6. Quality Assurance, Accreditation, and Continuous Improvement

    1. The College shall institutionalize a culture of quality assurance and continuous improvement through regular program evaluation, curriculum review, stakeholder feedback, outcomes assessment, benchmarking, and evidence-based planning. 

      The CED shall continuously strengthen its compliance with applicable regulatory and accreditation standards and pursue higher levels of program accreditation and recognition. Quality assurance shall be viewed not simply as an accreditation requirement but as an institutional commitment to excellence and accountability. 

7. Global Engagement and Institutional Visibility

    1. The College shall progressively expand its engagement with national and international academic institutions, professional organizations, research networks, and educational communities. 

      Through international research collaboration, scholarly publication, academic partnerships, conferences, benchmarking, and other global engagement initiatives, the CED aims to enhance its academic reputation, research visibility, and contribution to the broader field of teacher education.

Strategic Aspiration

    1. Ultimately, the College of Education envisions a future characterized by high-performing graduates, outstanding professional educators, impactful research, meaningful community engagement, continuously developing faculty, and globally recognized academic outputs. 

      The College shall therefore strive to move: 

      From high performance to sustained excellence; 

      from successful examinees to LET topnotchers; 

      from research productivity to internationally published scholarship; 

      from community extension to measurable community impact;  

      and from quality teacher education to a recognized center of educational excellence. 

      Through these directions, the College of Education reaffirms its commitment to educate with excellence, care with purpose, innovate with responsibility, and serve with integrity—ultimately contributing to the University’s mission of uplifting lives through quality education. 

MESSAGE FROM DEAN/DIRECTOR

Dr. Amalfi B. Tabin Jr.

Dean, College of Education

Welcome to the College of Education of the Universidad de Manila—a community where education is more than a profession and teaching is more than a career. 

For more than three decades, the College of Education has remained committed to preparing future educators who possess not only the knowledge and skills required of the profession, but also the character, compassion, and commitment to serve. Our journey has been shaped by generations of dedicated administrators, faculty members, staff, and students who believed that education can transform lives and communities. 

As Dean, I am deeply honored to lead a college that continues to grow while remaining faithful to its purpose. Having been part of the College since its earlier years, I have witnessed its challenges, milestones, and transformation. My journey from being a faculty member to serving as Dean has strengthened my belief that an institution becomes truly meaningful when the people within it work together with a shared sense of mission. 

Our direction is clear: we will continue to pursue excellence. 

We aspire to strengthen our academic programs, sustain and improve our performance in the Licensure Examination for Teachers, work toward producing LET topnotchers, and develop graduates who can confidently and competently serve in diverse educational settings. We will also continue to cultivate a culture of research and innovation, encouraging our faculty and students to contribute knowledge that matters and to pursue scholarly publications in reputable, including Scopus-indexed, journals. 

But excellence alone is not enough. 

At the heart of our college is our simple yet profound commitment: 

WE EDUCATE. WE CARE. 

We Educate—because we believe that every future teacher deserves quality preparation, meaningful learning experiences, and opportunities to discover and develop his or her fullest potential. 

We Care—because behind every student is a story, a dream, a struggle, and a future waiting to unfold. We recognize that teaching is ultimately an act of service, and that the best educators are those who teach with both competence and compassion. 

As we move forward, we will continue to strengthen our partnerships, serve our communities, support our faculty, nurture our students, and embrace innovations that make education more responsive to the changing world. 

To our students, dream boldly and learn purposefully. Your journey may not always be easy, but every challenge is an opportunity to become the educator you are meant to be. 

To our faculty and staff, thank you for giving your knowledge, time, patience, and heart. Every lesson you teach and every student you encourage becomes part of the legacy of this College. 

And to our alumni and partners, thank you for carrying the name and values of the College of Education wherever your profession takes you. 

The future of education is changing, but our purpose remains constant: to prepare educators who know what to teach, understand why they teach, and remember whom they are teaching. 

This is the College of Education we continue to build—a College that strives for excellence without losing compassion, pursues achievement without forgetting service, and prepares educators not only to teach minds but also to touch lives. 

Welcome to our College. 

Welcome to a community where we educate, where we care, and where every learner matters. 

ACADEMIC PROGRAMS

The College of Education of the Universidad de Manila offers undergraduate teacher education programs designed to prepare competent, reflective, ethical, and compassionate educators for the Philippine basic education system. These programs integrate disciplinary knowledge, professional education, pedagogical practice, research, technology, and experiential learning to equip future teachers with the competencies required in contemporary classrooms. 

The Bachelor of Secondary Education (BSEd) is a four-year undergraduate degree program designed to prepare Pre-Service Teachers (PSTs) for professional teaching in the Junior High School and Senior High School levels of basic education. The program develops both subject-matter expertise and pedagogical competence, enabling future teachers to design meaningful learning experiences, respond to diverse learner needs, integrate appropriate technologies, and apply effective assessment and classroom management practices. 

Bachelor of Secondary Education Major in Mathematics

The Bachelor of Secondary Education major in Mathematics (BSEd Mathematics) is a four-year teacher education program that prepares Pre-Service Teachers to teach Mathematics at the secondary level. 

The program develops strong foundations in mathematical concepts, reasoning, problem-solving, mathematical communication, and pedagogical content knowledge. It recognizes that learners differ in their levels of mathematical understanding, interests, abilities, and learning needs. Thus, students are trained to employ varied, learner-centered, and differentiated approaches to mathematics instruction. 

The program also promotes the meaningful use of technology and innovative instructional strategies in mathematics teaching. Graduates are expected to demonstrate the analytical, critical-thinking, problem-solving, communication, collaboration, and digital competencies needed to become effective and responsive Mathematics educators in the 21st century.

The Bachelor of Secondary Education major in English (BSEd English) is a four-year program that prepares Pre-Service Teachers to teach English language, literature, and literacy in the secondary level. 

The program develops learners’ competence in language, communication, literature, literacy, critical thinking, and discourse while recognizing the changing nature of communication in an increasingly digital and interconnected world. It provides opportunities for future English teachers to develop the knowledge and pedagogical skills necessary to address the diverse language and literacy demands of contemporary learners. 

The program emphasizes the development of competence in the production, interpretation, analysis, and evaluation of spoken, written, visual, digital, and multimodal texts. Graduates are prepared to create engaging and inclusive learning environments that promote effective communication, critical literacy, creativity, and lifelong learning.

The Bachelor of Secondary Education major in Social Studies (BSEd Social Studies) is a four-year professional teacher education program designed to prepare Pre-Service Teachers to become knowledgeable, critical, culturally responsive, and socially responsible Social Studies educators. 

The program develops competence in history, geography, economics, political science, culture, society, and other social sciences, while strengthening the ability of future teachers to connect these disciplines to contemporary issues and real-world contexts. 

Particular emphasis is given to critical thinking, historical and social inquiry, research-based curriculum development, civic awareness, cultural understanding, and responsible citizenship. The program encourages future educators to facilitate informed and respectful discussions of complex and sometimes controversial issues, including culture, identity, social equity, conflict, peace, human rights, economic opportunities, and global interdependence. 

Through these experiences, graduates are prepared to help develop informed, responsible, critical, and engaged citizens who can contribute meaningfully to a diverse and inclusive society. 

The Bachelor of Secondary Education major in Science (BSEd Science) is a four-year undergraduate teacher education program that prepares Pre-Service Teachers to teach Science at the secondary level. 

The program provides a strong foundation in scientific knowledge, inquiry, investigation, experimentation, critical thinking, and evidence-based reasoning, complemented by professional education courses and authentic teaching experiences. 

Future Science teachers are trained to facilitate learning through inquiry-based, research-oriented, experiential, and technology-enhanced approaches. The program encourages learners to investigate scientific phenomena, formulate questions, analyze evidence, and apply scientific knowledge to real-life situations and societal concerns. 

The program also promotes inclusive and environmentally responsible science education, preparing graduates to create learning environments where students can explore, discover, and appreciate the relevance of Science in their everyday lives and in addressing challenges faced by society.

The Bachelor of Physical Education (BPEd) is a four-year undergraduate teacher education program designed to prepare Pre-Service Teachers for professional practice in physical education, health, sports, fitness, and related areas of human movement and wellness. 

The program develops the knowledge, skills, attitudes, and professional competencies necessary to plan, implement, assess, and manage developmentally appropriate and inclusive physical education programs. It promotes lifelong participation in physical activity and emphasizes the role of physical education in developing the physical, cognitive, emotional, and social dimensions of learners. 

Students are provided with opportunities to develop competencies in physical fitness, sports, games, dance, recreation, coaching, leadership, program planning, and administration, while integrating research and appropriate technology into practice. 

The program also emphasizes community engagement and inclusive participation, providing future Physical Education teachers with opportunities to design programs that encourage healthy lifestyles, active living, teamwork, discipline, and social responsibility. 

Through a dynamic, community-centered, and research-informed curriculum, the BPEd program seeks to produce competent, innovative, inclusive, and caring Physical Education professionals who can inspire learners to develop healthy and active lifestyles.

Universidad de Manila

Former City College of Manila

Contact Details

  • registrarsoffice@udm.edu.ph
  • treasuryoffice@udm.edu.ph
  • udmalumni.official@gmail.com

Main Campus

659-A Cecilia Muñoz St, Ermita, Manila, 1000 Metro Manila

Henry Sy. Campus (Annex)

Carlos Palanca, Santa Cruz, Manila, 1003 Metro Manila

Universidad de Manila @ 2024