By Julia Talan

Much hope is entrusted to the youth of today. In the immortal words of our national hero José Rizal, “Ang kabataan ang pag-asa ng bayan.” We look to the youth to progress our society. With this hope, however, also comes an immense pressure to succeed — one that starts with schooling.

Filipino families are often interdependent. Education-related decisions and actions affect the family of the student just as much, if not more, than the student themselves (Alampay & Garcia, 2019). As a result, parents tend to fixate on their child’s educational achievements. The majority view education as the path to success and stability, hence why people are willing to invest so much for the top of the line education and admittance into the “best schools.”

The Glorification of Universities

When the discussion is on good schools in the Philippines, the “Big Four” are inevitably brought up. This moniker is associated with the four institutions consistently taking the top spots in university rankings: University of the Philippines (UP), Ateneo de Manila University (ADMU), De La Salle University (DLSU), and University of Santo Tomas (UST). What started as a “nickname” of sorts grew to become an accepted label — one that is used even in academia settings.

The term’s roots can be traced to the early 2010s, when the QS World University Rankings started consistently grouping UP, ADMU, DLSU, and UST as the nation’s top-tier academies (QS Quacquarelli Symonds, 2011). As years passed, “Big Four” gained traction and made its way to mainstream media, becoming the go-to benchmark for conversations about schools. While these institutions won various accolades, these achievements are not the sole reason for these universities’ rise to prestige.

The “Big Four” label has taken on a life of its own, kept alive through culture, reputation, stereotyping, and elitism. It is no longer about what schools offer the best opportunities for learning, but rather, which looks and sounds the best on an application or to other people. Philstar Life writes, “To be part of the Big Four is to have access — and to have access is to have privilege” (Limbo, 2025). Another appeal of the Big Four is how they symbolize status. 

The “Desirable” Exclusivity

The obsession with attending a prestigious university only fuels the Philippines’ existing issue with credentialism, where names and reputations pull a heavier weight than actual capability. Students seek the “exclusive” schools because of their perceived greatness. However, the playing field for admittance is far from level. The reality is that the more affluent you are, regardless of intelligence, the better chances you have of attending these universities. 

Socioeconomic privilege brings access to review centers and private tutors, as well as exclusive connections and social capital. Well-off students are also advantaged by the credentials held by their previous school, the high grades they obtain from prestigious institutions, and even proper nutrition for a healthy mind (Daway-Ducanes, et al., 2022). As a result, those with greater capacity to challenge this system, the richer and more powerful population, often choose not to ignore the inequality present. In the face of injustice, many choose not to act when they are the benefactors.

At times, students seek out the “title” of being a Big Four student to the point of developing a parasocial relationship with a school. In the pursuit of names, they betray their true role of being a student: a learner. Chasing after prominent names rather than growth robs is forfeiting valuable education and taking the heart out of studying.

The Myth of a “Big Four”

Employers look at the Big Four graduates more favorably than graduates from other universities. This is a common assumption which, in reality, is untrue and entirely outdated. A 2023 study conducted by JobStreet, a leading online hiring marketplace found that the Polytechnic University of the Philippines (PUP) takes the top spot in terms of employer preferences. Following UP, DLSU, and UST on the list are Mapua University and Batangas State University. Employers do not necessarily see graduates of the Big Four as more hireable, in fact, they have a preference for another school over UP, DLSU, UST, and ADMU.

School background can influence hiring decisions. There is a reason why more often than not it must be provided as part of a resume. However, it is also important to note that what school you come from is not the main consideration. Employers value experience, skills, and work ethic, both inside and beyond academics (Recruitday, 2019). Hireability in the modern workforce is not determined solely by a written resume. Many companies are also shifting to a skill-based approach in hiring (Reyes & Cruz, 2022).

In spite of this, universities continue to fight tooth and nail for the spot of “top university in the Philippines.” Sporting events, institutionalized rankings, branding strategies, and social media presence all reinforce these rivalries. Online discourse on platforms such as Reddit, Facebook, and Instagram defending “school pride” often devolves into hostility. Under these forums, people go as far as to slander or belittle their peers from other schools. 

Big Four, Abroad, or Nothing

The current perspective on universities supports the idea that the one you choose to be a part of is a representation of your identity as a whole. In reality, however, a university name cannot fully measure a person’s intelligence, diligence, or potential.

Within the Ateneo Senior High School (ASHS) and other private high schools, there is an uprising of the “Big Four, abroad, or nothing” mindset. Students feel pressured to secure admission to one of these schools, as if anything less would diminish their achievements. When some refuse to consider other universities entirely, it reveals a deeper issue of elitism and credentialism. The belief that only a select group of institutions are “acceptable” ignores the value and potential of the many other universities across the country. Education becomes less about discovering where one can best grow and more about securing the most prestigious label.

Criticism of elite universities is not new. As early as 1968, students from Ateneo de Manila University (ADMU) themselves questioned the role of their institution in Philippine society. In a student manifesto, Alcuaz et al. wrote:

“We find the Ateneo today irrelevant to the Philippine situation because it can do no more than service the power elite.”

Although written decades ago, the statement still calls for a timely reflection. It is the duty of universities, particularly prestigious ones, to evaluate whether they are serving the broader Filipino public or merely reproducing preexisting structures of privilege and class injustice. 

Education should not only produce successful individuals out of those with economic means. Education should be an opportunity for anyone and everyone, regardless of their background, to learn about themselves and the world around them — bettering their skills and knowledge. 

Eradicating A “Big Four”

The concept of the “Big Four” has long existed. It’s reinforced with every new generation of students, and has been normalized to the point that it seems harmless. However, in truth, it shapes how students perceive success, intelligence, and worth. By elevating a small, exclusive group of universities above all others, quality education in schools is cheapened to simply having positive repute.

The Philippines is home to hundreds of higher education institutions, each contributing to research, technological advancement, cultural preservation, and  many more in different ways. To reduce the nation to only four universities disregards the value these institutions provide and inhibits students from fully exploring their options. 

If the youth truly are the hope of the nation, then that hope cannot depend on whether they enter one of four universities. Instead, it is reliant on how they use their education to contribute to society and pursue knowledge. The future of the Philippines can not, should not, and will not be shaped by the “Big Four” alone, but by every student willing to learn, wherever they may choose to study.