As part of the reforms introduced following the first Congressional Commission on Education in 1994, the Teacher Education Council (TEC) was tasked with identifying and establishing Centers of Excellence (COEs) in teacher education in the Philippines. In 2007, this responsibility was transferred to the Commission on Higher Education. The primary goal of this initiative was to enhance the quality of both pre-service and in-service teacher education by evaluating specific parameters outlined by the TEC. Previous studies have indicated that parameters such as teacher qualifications significantly contribute to student performance in basic education. This study examines the role of COEs and Centers of Development (CODs) in maintaining the quality of teacher education more than two decades after this arrangement was first introduced. Specifically, it investigates the benefits and challenges associated with these designations, the measures these centers have taken to fulfill their responsibilities, and their potential role in supporting underperforming teacher education institutions and regions. A mixed methods approach was employed in this study, combining desk research, key informant interviews, and focus group discussions. Through triangulation, several research themes emerged regarding the nature and dynamics of COEs and CODs. One major finding suggests disparities in the regional distribution of these centers, attributed to stringent compliance requirements. While some intended benefits of these centers remain unclear, they have nonetheless inspired non-COE/COD institutions in their respective regions. The study concludes with a series of actionable recommendations aimed at guiding policymakers in effectively implementing, maintaining, and sustaining these centers nationwide.
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