The History of the University of the Philippines: A 2000-Word Overview

Introduction

The University of the Philippines (UP) is the premier state university of the Philippines, known for its academic excellence, research contributions, and role in the nation’s socio-political landscape. Established in 1908, UP has grown into a system of universities across the country, producing graduates who have significantly contributed to various fields, including government, business, arts, and sciences. This article provides an in-depth history of the University of the Philippines, tracing its evolution from its founding to its current status as a key institution in Philippine higher education.

Founding and Early Years (1908–1935)

The University of the Philippines was established on June 18, 1908, by Act No. 1870 of the Philippine Legislature, known as the "University Charter." The university was founded to provide advanced instruction in literature, philosophy, the sciences, and the arts, and to give professional and technical training to students. The creation of UP was part of a broader effort by the American colonial government to establish a public education system in the Philippines, which included the establishment of elementary and secondary schools.

UP opened its doors to its first batch of students on June 12, 1909, in a rented building along Padre Faura Street in Ermita, Manila. The original faculties were the College of Fine Arts, the College of Liberal Arts, the College of Medicine and Surgery, and the College of Law. The College of Agriculture in Los Baños, Laguna, was also established in 1909 and later became the nucleus of what is now UP Los Baños.

In its early years, UP faced challenges typical of a fledgling institution. The university had to deal with limited facilities, a small faculty, and the need to build its reputation as a center of higher learning. Despite these challenges, UP quickly established itself as the leading academic institution in the Philippines. The university’s faculty included prominent scholars and professionals, many of whom had been trained in the United States and Europe.

Expansion and the Commonwealth Era (1935–1946)

The 1930s and 1940s were a period of expansion and consolidation for UP. During the Commonwealth period, UP played a crucial role in the nation’s preparation for eventual independence from the United States. Under the leadership of President Rafael Palma and later President Jorge Bocobo, the university expanded its academic programs and facilities.

In 1935, UP began the process of moving its main campus from Ermita, Manila, to Diliman, Quezon City. The move was prompted by the growing student population and the need for more space. The new campus, which eventually became known as the Diliman campus, provided UP with the room it needed to expand its academic offerings and student services.

The Second World War interrupted the university’s expansion plans. During the Japanese occupation of the Philippines, UP’s facilities were heavily damaged, and many faculty members and students were involved in the resistance movement. Despite these hardships, UP managed to continue its academic activities, albeit on a reduced scale. After the war, the university faced the daunting task of rebuilding its campuses and restoring its academic programs.

Post-War Recovery and the Birth of the UP System (1946–1972)

The post-war period was a time of recovery and further expansion for UP. The university played a key role in the nation’s post-war reconstruction efforts, contributing to the development of various sectors, including education, agriculture, and public health.

In 1949, the university completed its move to the Diliman campus. The new campus became the administrative and academic center of UP, housing the majority of the university’s colleges and research institutes. The Diliman campus also became a symbol of UP’s growing influence in national affairs.

The 1950s and 1960s saw UP expand beyond its original mandate as a single university. In 1952, the University of the Philippines Los Baños (UPLB) was formally established as a separate campus focused on agriculture and related sciences. UPLB quickly gained recognition as a leading center for agricultural research and education in Asia.

The university’s expansion continued with the establishment of additional campuses across the country. In 1960, UP launched its College of Cebu, which later became UP Cebu. In 1966, UP established its College of Baguio, which eventually became UP Baguio. These regional campuses were established to extend UP’s academic reach and provide higher education opportunities in regions outside Metro Manila.

In 1972, the University of the Philippines was formally reorganized into a system of constituent universities, each with its own academic programs and administration. The UP System, as it became known, included the following constituent universities: UP Diliman, UP Los Baños, UP Manila, and UP Visayas. The establishment of the UP System marked a new phase in the university’s history, allowing it to serve a broader population of students and to address regional and national development needs more effectively.

Martial Law and the Marcos Regime (1972–1986)

The declaration of Martial Law by President Ferdinand Marcos in 1972 had a profound impact on the University of the Philippines. As the premier state university, UP became a focal point for political activism and dissent against the Marcos regime. The Diliman campus, in particular, became a hotbed of student protests and mass mobilizations.

During the Martial Law period, many UP faculty members and students were arrested, detained, or went underground due to their opposition to the regime. The university’s academic freedom was severely curtailed, and the administration was placed under closer government scrutiny. Despite these challenges, UP continued to produce critical thinkers and leaders who would later play significant roles in the restoration of democracy in the Philippines.

The university also expanded its academic offerings during this period, with the establishment of new colleges and programs. Notable among these was the establishment of the UP College of Engineering in 1976, which became a leading center for engineering education and research in the country.

In 1983, UP was designated as the country’s "national university" by Presidential Decree No. 58, reaffirming its role as a leading academic institution and center for research and public service.

Post-Martial Law and the Return to Democracy (1986–2000)

The People Power Revolution of 1986, which led to the ouster of Ferdinand Marcos, marked the beginning of a new era for the University of the Philippines. Under the leadership of President Edgardo Angara, UP embarked on a period of institutional renewal and reform. Angara’s administration focused on improving academic standards, upgrading facilities, and enhancing research capabilities.

One of the most significant developments during this period was the passage of Republic Act No. 9500, also known as the "UP Charter of 2008." This law granted UP greater autonomy, allowing it to manage its affairs with less government interference. The UP Charter of 2008 also reaffirmed the university’s status as a national university and recognized its role in shaping the nation’s future.

During the late 1980s and 1990s, UP continued to expand its academic programs and research activities. The university established new colleges and institutes, including the UP Open University (UPOU) in 1995, which provided distance education opportunities to students across the Philippines and abroad. The UPOU became a leader in online education, offering degree programs and continuing education courses through a flexible and accessible platform.

UP also strengthened its research capabilities during this period, with a focus on addressing national development issues. The university established research centers and institutes in various fields, including science and technology, social sciences, and public health. These research centers played a crucial role in generating new knowledge and informing public policy.

The 21st Century: Challenges and Innovations (2000–2023)

As the University of the Philippines entered the 21st century, it faced new challenges and opportunities in a rapidly changing global and national landscape. UP’s commitment to academic excellence, social responsibility, and public service remained steadfast, but the university had to adapt to the demands of a knowledge-based economy and a more interconnected world.

Under the leadership of President Francisco Nemenzo (1999–2005) and subsequent UP presidents, the university embarked on a series of initiatives aimed at modernizing its infrastructure, enhancing its academic programs, and expanding its global reach. UP implemented reforms in its curriculum, emphasizing interdisciplinary learning, critical thinking, and research. The university also sought to strengthen its partnerships with other academic institutions, both in the Philippines and abroad.

One of the most significant developments during this period was the implementation of the "Socialized Tuition and Financial Assistance Program" (STFAP), which aimed to make UP education more accessible to students from diverse socio-economic backgrounds. The STFAP was later replaced by the "Iskolar ng Bayan Act" in 2014, which provided free tuition for students from public high schools who met UP’s admission requirements.

In 2018, UP celebrated its 110th anniversary, marking more than a century of contributions to Philippine society. The university’s campuses continued to grow, with new facilities and academic programs being established to meet the needs of a modernizing nation. UP also became more active in international collaborations, participating in academic exchanges, joint research projects, and global conferences.

The COVID-19 pandemic, which began in 2020, posed unprecedented challenges for the University of the Philippines. The university quickly adapted to the new normal, transitioning to online learning and remote work. UP faculty members and researchers played a crucial role in responding to the pandemic, researching COVID-19, providing expert advice to the government, and offering public health services.

Despite the challenges posed by the pandemic, UP continued to uphold its mission of academic excellence, public service, and social responsibility. The university’s resilience during this period demonstrated its ability to adapt to changing circumstances while remaining true to its core values.

Conclusion

The history of the University of the Philippines is a testament to its enduring commitment to academic excellence, social responsibility, and national development. From its humble beginnings in 1908 to its current status as the country’s national university, UP has played a pivotal role in shaping the nation’s intellectual, cultural, and socio-political landscape. As it moves forward into the 21st century, the University of the Philippines continues to be a beacon of knowledge, innovation, and public service, dedicated to the pursuit of truth and the betterment of society.