Abstract
The Philippine Educational System is such that majority of educational programs for higher learning are serviced by private schools with limited financial assistance from the government. These private institutions supported their operations primarily from tuition and school fees. For example is the chemical engineering education in the country offered by 34 engineering institutions and universities; 7 are state run while 27 others are privately managed. The fundamental problem the private schools face is the shortage of funds that make accreditation by an independent body a low priority budget item. But how do we address the issue of "quality engineering education"? How good a school is? All schools in the Philippines have gone through one form of accreditation. The Commission on Higher Education (CHED), is a regulatory body that oversees the program offerings in tertiary learning institutions and universities in the country. This is the government agency that first determines if schools have adequate resources that could sustain their program offerings as well as could maintain the level of educational quality prescribed by the commission. Schools who have complied with the minimum requirements prescribed by the government have their programs "recognized by the government". This is then viewed as a type of school accreditation by the government. However, "recognition by the government" is inadequate for judging the quality of the school. Thus voluntary, private accreditation provides the opportunity for an institution to attain standards above those prescribed as minimum requirements by the government. The paper will provide an insight of the educational accreditation process that is happening or is supposed to be happening in the country's engineering institutions and universities.
