ABSTRACT
This study evaluated the current status, compliance, and impact of compliance of Criminology schools in the Province of Albay with RA 11131 as a basis for a course enhancement program and examined the significance of agreement among institutions on compliance indicators. Using a descriptive and inferential research design, data from three Higher Education Institutions (HEIs) were analyzed. The findings showed that despite schools revealing moderate to high compliance in the majority of areas, other indicators—like faculty evaluations of performance and some aspects of student readiness—were assessed as less complied with. These results point to gaps in school administration, curriculum delivery, policy implementation, and student readiness assessment between institutions. Perceptions among students also varied significantly, reflecting differences in their educational backgrounds. Based on these findings, the study suggested a Comprehensive Criminology Enhancement Program to improve the standard of criminology instruction in Albay by standardizing procedures, enhancing compliance, and increasing passing rates on licensure examinations.
Keywords: compliance, curriculum, course enhancement, criminology licensure examination, student readiness
INTRODUCTION
The Commission on Higher Education (CHED) regulates and supervises higher education institutions (HEIs) in the Philippines to guarantee accessible, high-quality academic programs. It upholds academic freedom and promotes intellectual and professional development. CHED establishes guidelines and standards for curricula, including criminology programs. These programs follow CMO No. 5, Series of 2018, which outlines general education, specialized courses, practicums, faculty qualifications, and laboratory requirements.
Criminology courses offer comprehensive insights into the study of crime, its origins, characteristics, and prevention strategies, while exploring its broader social implications. Studying this discipline internationally typically costs between $15,000 and $50,000 per year, depending on the country and institution/university. Learning abroad exposes students to diverse justice systems and develops essential skills, including critical thinking, employability, and language proficiency. Top countries, such as the US, UK, Australia, Canada, Germany, Ireland, Singapore, and New Zealand, are among the most popular destinations for criminology studies, with academic paths leading to professions in law enforcement, public policy, forensic science, and other related fields (AECC DIH, 2024).
According to Trebilcock and Griffiths (2021), in their study “Student motivations for studying criminology: A narrative inquiry,” the number of students studying criminology has risen considerably in recent years. Supporting this trend, Levi (2017) notes that over 100 universities in the United Kingdom now offer more than 800 undergraduate criminology-related programs.
Notwithstanding initial proposals advocating advanced education for police officers, progress has been slow. The majority of newly appointed officers require simply a high school diploma. Currently, a limited proportion of state, county, and municipal police forces require college degrees, ranging from 4% to 16%, depending on the type of agency (United States Bureau of Justice Statistics, 2020; Reaves, 2010).
The 17 Sustainable Development Goals (SDGs) are a universal call to action adopted by the UN in 2015 to end poverty, protect the planet, and ensure peace and prosperity for all by 2030. Key goals address hunger, health, education, gender equality, climate change, and sustainable development. Goal 4: Quality Education - Ensure inclusive, equitable, quality education and promote lifelong learning.
The quality of graduates is fundamental to the value of higher education, as it provides students with the skills and abilities required for professional careers. Institutions shall consistently revise their curricula to correspond with market requirements, employing instruments such as tracer studies. This issue is especially pressing in developing countries, where the typical gap between academic training and employment needs is wider (Riva, 2019).
RA 11131, also known as the Philippine Criminology Profession Act of 2018, establishes a standardized framework for criminology education and professional practice. It mandates collaboration between CHED and criminology schools to align curricula with required competencies for licensure. The law ensures educational quality, ethical standards, and requires aspirants to pass the Criminologist's Licensure Examination administered by the PRC.
The Professional Regulations Commission (PRC) administers the Criminologist Licensure Examination. This law repealed RA 6506, raising the CLE passing rate to 75%, with no subject falling below 60%, ensuring higher professional standards. Examinees must retake failed subjects within two years and score at least 80% to pass. RA 11131 also requires Continuing Professional Development (CPD) for lifetime learning and professional progress, indicating greater responsibility for the profession (Professional Regulation Commission, 2020).
The field of criminology has changed significantly in the Philippines. The Bachelor of Science in Criminology (BSCrim) degree prepares students for employment in public safety, law enforcement, prisons, and investigation. This four-year course will provide the theoretical understanding and practical abilities necessary to work in the criminal justice system.
The program places a strong emphasis on character development in addition to technical instruction, encouraging virtues like accountability, discipline, integrity, and leadership. In order to ensure that they are adequately equipped to serve their communities and the country, this course provides students with knowledge and skills, and also studies the laws, regulations, and practices that influence criminology.
Criminology schools play a vital role in shaping professionals who will contribute to national security and peacebuilding initiatives. The quality of education is often measured by the national rankings of top-performing schools. Strong academic performance depends on students' study habits and teachers' instruction, experiential learning, and exam preparation programs. The institution has to focus on the significance of continuous monitoring, adaptive curriculum improvements, enhanced experiential learning, and thorough examination review programs.
The Course Enhancement Program aims to assist the graduating criminology students to strengthen their competencies to pass the Board Licensure Examination for Criminologists (BLEC). A program designed to raise educational standards to master the basics or fundamentals of criminology, assessment on mock exams, and skills development through practical tests, catering to professional demands in criminal justice professions.
According to the chairman of Jhunjhunu International Ventures for Educational Marvel, Dr. Dilip Modi, in his report, pre-board exams are conducted to prepare students holistically for their finals. It is a replica of the board exam, and your results to a great extent determine the kind of performance you will be giving in the penultimate test ahead (Asuncion, 2020).
The schools and the Commission on Higher Education in the Bicol Region have collaborated to shift to the new system with the compliance of OBEdized Syllabi of criminology programs under the new curriculum. To guide parents on quality education and to make those involved in education aware of the standards of excellence they should strive to attain, accreditation status is awarded to member institutions that have met the rules and possess quality standards, along with unremitting efforts to maintain them at a high level (Springael-Esplana, 2023).
One of the major professional subjects in the criminology course is Criminalistics or Forensic Science. In Bicol College, Daraga, Albay, the study by Alday, Medios, Rosin & Adra (2020) examined the academic performance of Senior BS Criminology students in their criminalistics courses and the activities associated with these courses. It shows that they got above-average grades in their criminalistics courses. The identified factors affecting their academic performance were student- and teacher-related. Listening attentively, motivation to achieve high grades, and studying were among the student-related factors. In contrast, mastery of the subject was the primary factor affecting their performance with respect to teacher-related problems. The students excel in their criminalistics courses, but there is room for improvement. The academic performance of the students was affected by the relationship between teachers and students in the classroom.
Criminology schools in Albay province face difficulties in complying with Republic Act 11131, particularly in aligning their curricula with required competencies, ensuring faculty qualifications, and enhancing facilities and resources. The deficiencies have resulted in schools in the province achieving among the lowest passing percentages in the Criminology Licensure Examination from 2022 to 2024, prompting significant concerns regarding the preparation of graduates and the integrity of criminology schools. This problematic situation underscores the urgent need for a course enhancement program to improve adherence to RA 11131 and elevate the standard of criminology education in Albay.
This study will serve as a basis for developing a course enhancement program to improve the quality of education and standards, produce competent criminology graduates, and examine the results of licensure examinations in criminology schools in Albay. The results of this study will be highly useful to deans for strategic planning, faculty members for curriculum and professional development, and students as recipients of enhanced educational opportunities, facilities, and professional preparedness for their chosen careers.
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