The idea of an association of Catholic schools in the Philippines came from the Most Reverend Michael J. O'Doherty, DD, Archbishop of Manila. It came at a time when he thought that there was a necessity for Catholic schools to be better organized, primarily to ensure quality instruction. So, on 02 February 1941, the heads of schools that he invited formed the Catholic Educational Association of the Philippines and established itself exclusively for non-profit and non-stock Catholic educational institutions concerned with the promotion of the interests of Catholic educators.
Elected as the association's first officers were Ret. Rev. Msgr. Jose Jovellanos, Vicar General of the Archbishop of Manila, as the President; Sister May Caritas, OP as Vice-President; and Rev. Brother E. Xavier, FSC as Treasurer.
On 28 May 1941, the first annual convention of the organization was held and became a living tradition in providing the appropriate venue wherein matters of relevance and concerns of the Catholic Educators were discussed at length.
When the 2nd World War broke out, however, the CEAP ceased to operate, to be revived only after the war.
The period immediately after the war presented new challenges for CEAP. As the effects of the war had to be confronted, CEAP, together with other non-government organizations and government agencies, actively helped in rebuilding the society.
The CEAP obtained rehabilitation funds for private schools through the leadership of Fr. John Hurley, SJ, Secretary General of the Catholic Welfare Organization. The 82nd Congress of the United States passed on 9 April 1952, Public Law 303, which made funds available for war claims due to damages in infrastructure of educational, medical and welfare institutions.
In the 1950s, CEAP confronted the perennial concern of deregulation of high standard schools from strict government control. And it vigorously pushed for a national system of accreditation which could help the government develop a credible and stable educational system. And on 25 October 1957, the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) was incorporated with the Securities and Exchange Commission.
In 1957, CEAP started administering the Magsaysay-MacArthur Scholarships founded by His Eminence Francis Cardinal Spellman for the benefit of deserving Filipino students.
The peak of CEAP's involvement with the larger society during the period was largely characterized during 1970 National Convention held in Baguio City. The CEAP took a definite stand on pressing issues confronting not only the Association but society as well. The convention delegates endorsed
On January 17-19, 1957, in Baguio City, CEAP joined hands with the Philippine Association of Colleges and Universities (PACU) and the Association of Christian Schools, Colleges and Universities (ACSCU), in the first national convention of the Coordinating Council of Private Educational Associations (COCOPEA), to meet the challenging problems of private education in the Philippines. CEAP luminaries Dean Waldo Perfecto and Atty. Vicente de Vera became the council's first COCOPEA Chairman and Executive Secretary, respectively.
The next period in the history of CEAP signified the start of stability in the system that the CEAP had adopted as an Association. Responding to the needs of the times, the Association continued its programs for the actualization of a more effective system of serving its constituents.
In 1975, the concept of regionalization was actualized by CEAP when it was adopted as a policy of the association. CEAP became the first educational association to accept the government's invitation to consider regionalizing their operations. The concept was based on the idea that there was a need to provide services to CEAP schools with due consideration to the context of the regions. CEAP moved to adapt to the new realities by setting up regional offices. At the same time it restructured the Board of Directors by allowing representatives from each region to be part of the Board.
The CEAP also administered various scholarship programs in order to help deserving students to better serve the society. Towards this end, Terence J. Cardinal Cooke expanded the Magsaysay-McArthur Scholarships. On 21 May 1979, upon the request of the CEAP, Cardinal Cooke endowed the Scholarships with Php250,000.00; the annual interest income disbursed for scholarship grants. The scholarships later became the Terence J. Cardinal Cooke Scholarship. The Jesus Paredes Memorial Scholarship Program was also administered by the CEAP. The program was named after CEAP's first executive secretary. The Bishop Leonardo Z. Legazpi Scholarships were set up in furtherance of Catholic teacher education.
Several networks and institutional linkages were also established by CEAP during the period. Among these were the following: the Association of Catholic Universities (ACUP); the Association of Foundation (AF); and the Association for Non-Traditional Education in the Philippines (ANTEP).
In the 1970s and the early 1980s, the Association was drawn into issues related to its own existence. Foremost of the issues was the viability of non-profit Catholic schools. A number of small Catholic schools, especially those in depressed regions, felt the urgent need for financial support when the government lifted all tax exemptions on schools, made ceilings to tuition fee increases, and imposed conditions on the granting of salary increases to employees of educational institutions.
In 1982, the CEAP-CMT (Colloquium on the Ministry of Teaching) conducted its first session and since then has been successful in strengthening the vocation of teachers in Catholic schools. The years of stability and systematic structuring were great signs of hope. As the whole country experienced political instability, the CEAP was able to organize and expand its services to Catholic schools. Thanks to the stewards who believed that it is through education that liberation in society can happen.
The period that followed saw CEAP becoming a more socially involved association, standing by the teachings of the Catholic Church while immersing itself in the socio-political realities of the time.
CEAP expressed its opposition to major government projects that were seen as contrary to the true essence of Catholic existence, such as the Bataan Nuclear Power Plant and National Service Law.
The association also largely participated in the 1986 EDSA Revolution. Responding to the call to action of the Catholic Bishops Conference of the Philippines, CEAP actively joined the protest movement, emphasizing its spiritual and moral dimension and its non-violent character. The condemnation of electoral fraud, the endorsement of protest actions against the government and the long-term vision of having an organization with a Christian perspective, espousing non-violent actions were among the highlights of CEAP's involvement in the protest movement.
After the events of February 1986 and the ascension of the new government, CEAP immediately issued a statement commending the new government's efforts towards the restoration of basic freedoms, expressing support for the new government through "its friendly but critical yet constructive collaboration with the government agencies that CEAP relates with." The moral dimension of CEAP's involvement with issues of national concern was again emphasized.
This trend continued well into the post-EDSA years of the Association. President Corazon Aquino, in fact, served as the Keynote Speaker in the 1986 National CEAP Convention, organized under the theme "National Reconstruction through Moral Regeneration."
CEAP schools became lead institutions for peace education, and, through its Citizens' Education Program, launched an education/information campaign on issues like the congressional elections, the debt problem, the failed coup attempts and the Welga ng Bayan.
The period also saw the strengthening of the CEAP Retirement Plan, and the Faculty Development and Administrators' Development Programs. CEAP also maintains a Data Bank, and through the Planning and Development Center (PDC) assists members in project proposal preparation and implementation.
In 1987, the Congress of the Philippines was in place. The venue for securing educational legislation had changed. The CEAP was now consulted more and more by Congress on educational bills and other educational matters.
After more than six decades of being a moral arm in the educational system, CEAP also became a guiding light in the development of Philippine society in the new millennium.
In 2002, CEAP launched three significant programs – the Management Development Program, the Biodiversity and Conservation through Community and School-based Education, and the Trainors' Training on Creating a Culture of Peace.
And to better reach out to people, the association launched its official website, www.ceap.org.ph.
In July 2005, in the midst of the festering political crisis hounding the presidency of Gloria Macapagal-Arroyo, CEAP-NCR issued a statement on the alleged cheating in the May 2004 elections which implies that expressions of regret while acceptable should lead to expression of accountability to be believable; that any move to address the situation should not be violent; that our leaders should give hope, not promote despair among people; and that they work to make concrete, immediate, and authentic reforms.
In the following year, CEAP played a role in major political, social and educational issues that baffled the country such as opposing the move to change the Philippine Constitution, influencing education agencies to lift the tuition free cap, revising the Manual of Regulations for Private Higher Education, developing policies to increase government funding for GASTPE, and supporting the A TEACHER Party-list in the May 2007 elections.
CEAP has also continued in the past academic year to partner with other government agencies in the areas of environment and sustainable development, labor and employment, peace building and education as well as in information technology through the CEAP-Microsoft "Go Genuine" Program providing its members with affordable software licenses.
From October 2007 to August 2008, CEAP led COCOPEA to address the issues related to the new nursing curriculum, the recommendations of the Presidential Task Force on Education (PTFE) and other issues affecting private education in general. With its connection with COCOPEA, the association also became influential in critical policies and programs of the education agencies of the government.
In 2009, CEAP developed and implemented association-wide pillar programs, the Justice and Peace Education, Engaged Citizenship, Environment and Sustainable Development Education, Poverty Reduction, Gender and Development and Youth Empowerment (JEEPGY). These programs enabled the regional offices and member-schools to integrate these into schools' curricular and extra-curricular offerings. Then in redesigning the CEAP website, MyCEAP was developed.
In 2010, through the involvement of the Association in COCOPEA, CEAP became involved in the Ten-Point Basic Education Agenda of President Benigno Aquino III. With CEAP as head-steward of COCOPEA, it was able to constitute the Task Force in Basic Education (TFBed) to assist COCOPEA in the study of policies and programs in basic education. CEAP also chaired the committee that evaluated and recommended nominees to the top positions in the three education agencies.
CEAP also strengthened its communication systems from the national office to the regions in support of regionalization, programs development, advocacy and resource generation. Some of the activities in support of this strategic direction were Kapihan para sa Edukasyon ng Kabataan, involvement in the May 2010 Elections, release of timely and relevant statements such as the Statement on the Maguindanao Massacre. CEAP was also able to hold a National Advocacy Summit at the Ateneo de Manila University on 16 July 2010 where the Advocacy Commission identified its key issues namely Education Reform, Judicial Reform, Peace, Environment, and Taxation of Private Schools.
The year 2011 saw a continuation and expansion of CEAP’s different programs and initiatives.
Its commitment to effect transformative leadership to better service the members of the association, most especially the small mission schools, came to fore by reinforcing its thrust of strengthening the regions through programs assistance and different capacity-building programs.
Also remarkable was the addition of 20 new member schools to the association raising the total membership to 1,345--thus CEAP remains as the largest association of private schools in the country.
The constitution of the CEAP National Advocacy Commission (NAC) further strengthened CEAP’s position in the area of public policy. The NAC has been at the forefront of major educational reforms, participating in relevant legislative sessions and meetings with the executive branch on matters like the K to 12, expanded GASTPE, Magna Carta for Students, taxation, and amendments to the PRC Modernization Act of 2000. It has also remained vigilant and active in our advocacies for good governance in our country--coming out with CEAP statements on relevant national issues.
At the onset of the diamond jubilee anniversary celebration of CEAP (2016), a hymn entitled “Isang Huwarang Katoliko” was composed by Fr. Carlo Magno Marcelo to appeal to the youth and encourage them to be a model Catholic. An annual theme for the next five years had been designed as well, which was:
2012 - Remember with Gratitude, Renew with Fervor
2013 - Set Forth with Faith, Focus: Youth
2014 - Set Forth with Faith, Focus: Family
2015 - Set Forth with Faith, Focus: Poor
2016 - Onward 2021: New Spirit, New Fervor!
Alongside the 75th year celebration, the National Christian Formation Commission organized the “Galilee Days” to cater to the needs of Religious Educators for continuous formation and a deepening experience of the presence of Jesus.
The Galilee Days were held on three different dates, first in November 2011, and second in February 2012, and in July 2012 with the theme ‘God the Father', and continued in the years after.
In order to serve the cause of Catholic Education more effectively, in 2012, the CEAP built its new office building located at #7, Road 16, Bagong Pag-asa, Quezon City, with the support of member schools and partners in educational publications.
In the same year, the nation had a major leap in its education system by changing the current curriculum to K to 12. CEAP and its member schools were in full support of this change to the extent of having a platform of discussion among schools on the issues of transition, monetary cost, and curriculum. One of the CEAP commissions, the National
The Advocacy Commission continued to work with government education agencies up until the completion of the K to 12 Law on May 15, 2013.
The year has passed momentously while CEAP was building essential programs for the benefit of various sectors. One of the programs was the first JEEPGY Academy in April-May 2013 with its four key pillars, such as: Introduction to Transformative Education, Individual Pillar Programs, Sharing of Best Practices of Schools, and Action Planning. In addition to JEEPGY Academy, the Project PCSS (Philippine Catholic Schools Standards) was also launched in the same year to develop characteristics, benchmarks, and standards for Catholic basic schools in the country.
The sectors and individuals being helped by CEAP have reached a larger number, thus in the last quarter of 2013, when the country was drastically hit by Typhoon Yolanda,
CEAP’s Board of Trustees approved the Solidarity Fund amounting to PhP1 Million as a support program for the rehabilitation of Yolanda-affected schools and communities in Regions VI, VII, and VIII.
As a continuum of assistance to various sectors, the Youth sector is included in the list. CEAP and CBCP Episcopal Commission on Youth conducted the National Filipino
Catholic Youth Survey 2013 (NFCYS 2013) to reach out to the young people who are the object of the Church’s mission. The findings were made useful in the implementation of student development and formation programs.
The year 2014 is the continuation of programs that had been started in the previous year, especially the engagement with government educational agencies and the Catholic educational community. As support to the government in its laws that protect the welfare of the students, CEAP held a three-leg summit about the Anti-Bullying Act of 2013, and the new Senior High School, being part of the K to 12 Law, which provided an opportunity to the Department of Education and School Heads to discuss and interface various issues about the matter.
The pursuit of transformative education while proclaiming the gospel is CEAP’s committed action for this year; it clamors for the necessary complementarity between public and private schools, which will help the two sectors in promoting a better quality education for today’s youth and for the generations to come.
A year before the 75th anniversary was historical to the association and to the whole nation as Pope Francis visited the country to meet the youth and interact with Filipinos from all walks of life. CEAP had a big role in this event by organizing the member schools and mobilizing the youth in their encounter with the Pope in January 2015.
Filipinos awaited excitedly for the Papal visit, yet another wait was in toil, as we desire a lasting peace in the South. The approval of the BBL (Bangsamoro Basic Law) had been supported by the Catholic church, believing that it perpetuates social injustice. CEAP, having a profound advocacy for a lasting peace, initiated the MVP (Madaris Volunteer Program), which sends volunteer teachers to Bangsamoro communities.
In 2016, the five-year celebration of CEAP’s 75th Anniversary was realized, holding still to the fervor of creating a spiritual bridge to the next generation.
Source: CEAP History, collated by the Research Unit, 2021.
Heading to its 80th Founding Anniversary, CEAP already has more than 1,476 member-schools that operate regionally in 17 regions of the country. The association is attuned to its mission of promoting the teaching functions of the Catholic Church, consistent with national development goals.
The missions of CEAP serve as the baseline of projects and activities conducted in 2017. The mission that aims to promote solidarity among member schools through Catholic Education pioneered a project called “Kapatirang Kamagong,” which is designed to implement a program of support for the small mission schools of CEAP. In the same year, the enhancement of the International Network was initiated through linkage with OIEC and NCEA, and the highlight at the national level was the formation of the CEAP Committee on Child Protection.
Adhering to the year’s theme “Communio: Building and Sustaining Communities of Life”, CEAP spearheaded a project called “The Donation for Marawi” to help in funding the restoration of life and peace in the communities of Marawi that suffered from armed violence.
To honor the individuals who rendered service for the proliferation of transformative catholic education, CEAP conferred an award, which is the Catholic Heroes Award, and was first launched in 2018.
The years passed by swiftly, and with the advancement of technology, the works and projects continued smoothly. This is the chapter in history when the youth had sprung into more dependable individuals of our society, thus CEAP focused on empowering the youth and made 2019 The Year of the Youth, carrying out the theme “MISSIO: Yes Youth Can!”. By referring to youth means projects for the youth and by the youth, whereas one of those was NCFC’s Philippine Conference for New Evangelization VI, bearing the focus on making disciples and empowering Youth Ministers.
The year 2020 is yet another distinct chapter in CEAP history as well as in the whole country. The pandemic hit the entirety of the world; thus, everyone and every organization took a different route in order to survive and continue the missions that had already been laid out. CEAP, in particular, designed new plans of action that are COVID-19 responsive, one of which was the Task Force COVID-19 for Institutional Assessment and Response (IAR), which has two frameworks: the Learning Continuity Plan and Enrollment Assistance Program, which conducted a series of webinars to face the current challenges. As part of the work of IAR, NCFC organized four webinars to prepare the schools for the distance learning system for the SY 2020-2021.
The new normal was formed because of the pandemic situation; with that, the meetings became virtual, and reading materials were produced online. In this new context, NHEC had a productive online collaboration with Catholic schools and proposed the following: Creation of CEAP Consortia for L.I.F.E. (Leadership, Innovation, Formation and Encounter; Development of CEAP Online Resources for Education (CORE); and a Baseline Study on Catholic Higher Education Institutions in the midst of the pandemic.
Meanwhile, PCSS formed a write-shop for Higher Education, and with the assistance of the Technical Working Group, PCSS-HE managed to draft 6 domains, 25 standards, and 102 benchmarks despite the lockdown due to COVID-19.
Completion of scheduled activities was challenging in the midst of the pandemic; nevertheless, CEAP and its commissions moved forward to adapt. In particular, NCFC continued its work on the harmonization of the Religious Education Curriculum with the Edukasyon sa Pagpapakatao (ESP)/Good Manners and Right Conduct (GMRC). The manuscript of the Development of a Christian Living Education Curriculum that is aligned with GMRC was forwarded to DepEd for review and endorsement for use in SY 2020-2021.
CEAP ensured that the communio service could still be executed even in times of restrictions; thus, a series of conversations had been conducted to discuss the policy and implementation of the Tertiary Education Subsidy. A dialogue had been organized, which was supported by PEAC and COCOPEA.
As an association that has active engagements with the government, CEAP proactively supported two major bills on education, to wit: the Teachers' Salary Act and the Partnership in Private Education Act or House Bill (HB) 6349. The former bill would provide great support to private school teachers, while the latter introduces complementarity between private and public educational institutions.
Source: CEAP History, collated by the Research Unit, 2021.
In 2026, the Catholic Educational Association of the Philippines (CEAP) marks its 85th year of service with a renewed commitment to develop learners, empower schools, and transform society. Guided by its three core commitments of Transformative Education, Principle-based Advocacy, and Solidarity Toward a Civilization of Love, CEAP continues to implement programs that impact learners, educators, and communities nationwide.
These core commitments shape CEAP’s work across three key areas:
Transformative Education I CEAP strengthens schools and educators through capacity-building, formation programs, and innovative initiatives that promote Catholic identity, leadership, quality teaching, and 21st-century learning.
Principle-based Advocacy I CEAP advances truth, justice, and Catholic values through policy engagement, public statements, and educational guidance that form socially responsible and critically thinking learners.
Solidarity Toward a Civilization of Love I CEAP expresses solidarity through support to mission and small schools, disaster response, research and mentoring programs, and partnerships that uplift communities across the country.
Through these initiatives, CEAP @85 celebrates over eight decades of forming learners, supporting educators, and transforming society in communion with the Church and the wider community. As it moves into its 85 years of service, CEAP continues to innovate ways to strengthen Catholic education, accompany schools, and respond creatively to the needs of learners and communities in an ever-changing educational landscape.
Special thanks to the following for the research and some write-ups:
St. Joseph’s College, Quezon City
San Beda College, Manila
The Philippine Online Chronicles, thepoc.net
