The Road Ahead for Forensic Science Education in the Philippines
Richard Jonathan O. Taduran, Ph.D. | 10 July 2025
Whenever I ask forensic science students why they chose to study the field, many still answer, “Detective Conan, sir,” with a kind of hopeful sincerity. Inspired by crime shows, anime, or courtroom dramas, they carry an idea that science always catches the bad guy. What they don’t yet realize is that real forensic science tells a different story—demanding, painstaking, and far less glamorous than what first drew them in. As a forensic educator, I see this gap between expectation and reality every day.
Across the Philippines today, 17 higher education institutions (HEIs) offer a Bachelor’s degree in Forensic Science. Enrolment has grown steadily, especially in regions like the Cordillera Administrative Region (CAR), Central Luzon, NCR, CALABARZON, and SOCCSKSARGEN—a remarkable rise for a program first introduced only in 2012.
But here lies the problem: many forensic science graduates aren’t working in the field they trained for. Some have moved abroad, others into unrelated industries, and many have shifted to criminology to boost their employment chances. According to my own students, some have gone on to medical or law school, while others have applied to agencies like the NBI, PNP, BJMP, and BFP—essentially following the same paths as criminology graduates. Still others have been job hunting for two years without success. This growing disconnect between education and employment risks undermining the very purpose of forensic science: to serve justice through science.
Lessons from EDCOM 2
The recent assessment by the Second Congressional Commission on Education (EDCOM 2) cast a necessary spotlight on the state of higher education in the Philippines. Thirty years after the creation of the Commission on Higher Education (CHED), EDCOM 2 concluded that the agency has only partially fulfilled its mandate to align higher education with national development.
The findings are sobering. Persistent problems remain: many degree programs don’t match job market needs, accreditation is low, policies have stagnated, and research lags behind. CHED, under the leadership of Dr. Shirley C. Agrupis, has acknowledged these issues, including the absence of comprehensive labor market data and the limited capacity to help higher education meet national needs. This recognition, along with ongoing efforts to strengthen higher education, offers an opportunity to ensure that fields like forensic science are better aligned with national priorities.
For forensic science, the issue is not relevance. Justice, public safety, and the scientific investigation of crime are essential to any society. The challenge is ensuring that education in this field leads to actual employment and meaningful contributions to the justice system. The relevance of forensic science is unquestionable—but the educational pathways leading to employment need to be strengthened.
EDCOM 2’s call to review and strengthen CHED’s structure is timely. For forensic science, this is an opportunity to ensure that expansion is accompanied by clear pathways that lead to real-world impact.
Strengthening Forensic Science
If forensic science education is to fulfill its promise, several concrete steps must be taken.
First, we need to raise the quality of forensic science programs. That means updating what’s taught so it meets both global standards and the realities here at home. Students need solid scientific and technical skills along with a strong ethical foundation. Schools also need clear accreditation and well-trained faculty to make this happen nationwide.
Second, we need stronger partnerships between universities and the agencies that actually use forensic expertise—law enforcement, forensic laboratories, the courts, and even the private sector. Forensic science education must extend beyond the classroom and be firmly connected to real-world work through internships, hands-on training, and collaborative research.
Third, we need to create clearer pathways from the classroom to real forensic work. That means expanding forensic positions in government agencies, formally recognizing forensic science degrees for investigative and legal careers, and encouraging private sector participation in forensic services. In countries like the United Kingdom, independent forensic firms play an important role in supporting the justice system—something we may want to explore here in the Philippines as well. Without viable career opportunities, the gap between education and employment will only widen.
Fourth, we need to expand international collaboration. The ongoing partnership between Monash University in Australia and the University of the Philippines Manila, which focuses on forensic medicine, shows how working with global experts can help build local capacity. This collaboration led to the creation of the National Forensics Institute—an example of how international cooperation can bring world-class training and standards to the Philippines. Similar partnerships could help raise the bar for forensic science education, research, and professional practice across the country.
Fifth, we need to embrace new technologies like artificial intelligence (AI) to help fill the gaps where expertise is limited. One of the biggest challenges in Philippine forensic science is that there simply aren’t enough trained specialists. When used responsibly, AI can assist with pattern recognition, evidence analysis, and even education and training. It won’t replace human experts, but it can boost capacity, help clear case backlogs, and improve efficiency—benefits that other countries are already seeing. CHED, the Department of Justice, and research institutions should work together to explore how AI can help future-proof forensic science in the Philippines.
Moving Forward
The rise of forensic science education reflects the belief that science can strengthen justice. But without clear direction, higher standards, and real opportunities, we risk leaving graduates without the means to apply the skills they have worked hard to develop.
The recent EDCOM 2 assessment is a timely reminder that higher education must align with national development. For forensic science, this means forging stronger ties between universities and the justice system, expanding career pathways, and embracing innovation—through both technology and collaboration.
CHED’s leadership in fostering collaboration among universities, government, and the justice system can ensure forensic science education drives truth and public service.
The road ahead is clear—but we’ll only reach our destination if we move forward together.