2025 IJRSE – Volume 14 Issue 14
Available Online: 7 August 2025
Author/s:
Rodriguez, Franz Allan M.
Holy Angel University, Philippines (farodriguez@hau.edu.ph; franz1286@gmail.com)
Abstract:
This policy analysis paper critically examines Articles IV and V of CHED Memorandum Order (CMO) No. 61, series of 2017, which outlines the Policies, Standards, and Guidelines (PSG) for the Bachelor of Science in Architecture in the Philippines. This study seeks to identify the gaps between the CHED-required program outcomes, competencies, and the current industry demands of the architecture profession. This study employed various qualitative approaches. Documentary research was conducted to annotate and examine certain provisions of the said policy. By examining the policy’s provisions, this study revealed key findings for its improvement to strengthen the alignment between academic training and professional practice. Interviews with architects and focus group discussion with fourth-year architecture students were also performed to gather stakeholder perspectives. The thematic analysis revealed persistent challenges in bridging academic training and actual fieldwork. These underscored deficiencies in digital proficiency, business management, project delivery and industry immersion that hinder the professional readiness of graduates. The study also emphasized that while the said policy promotes a structured and outcome-based curriculum, it is already outdated and behind the rapidly evolving global standards and industry realities. It concluded by highlighting the need for a systematic approach to policy implementation and for the government to address the identified gaps to advance the architecture education in the Philippines. The research calls for policy revisions to better align with the current architecture practices, streamline overlapping courses, and integrate experiential learning models responsive to post-pandemic architectural practices.
Keywords: architecture education, CHED CMO No. 61, policy analysis, curriculum alignment, professional readiness, experiential learning, higher education policy
DOI: https://doi.org/10.5861/ijrse.2025.25241
Cite this article:
Rodriguez, F. A. M. (2025). Bridging the gaps on architecture academic training and professional practice: A policy analysis on CHED CMO No. 61, series of 2017. International Journal of Research Studies in Education, 14(14), 167-180. https://doi.org/10.5861/ijrse.2025.25241